2027 Curriculum Handbook by St Martins Lutheran College

Year 7 to 12

CURRICULUM HANDBOOK

Learn with Purpose Grow with Grace

Welcome Welcome to the St Martins Lutheran College Year 7 to 12 Curriculum Handbook. This handbook provides an overview of the learning programs, subject offerings and pathway opportunities available throughout secondary schooling.

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Welcome The St Martins Learning Journey Pastoral Care Key Contacts Year 7 to Year 9 Year 10 to Year 12 SACE Alternate Education Pathways Post-School Options Extra Curricular Opportunities Frequently Asked Questions Useful Websites Glossary

SUBJECT SELECTIONS • Year 7 • Year 8 • Year 9 • Year 10 • Year 11 • Year 12 LEARNING AREAS • Christian Studies • English • Mathematics • Science • Humanities and Social Sciences • Health and Physical Education • Technologies • The Arts • Languages • Cross Curricular

At St Martins, we are committed to providing a curriculum that is engaging, inclusive and future focused within a caring Christian community. Guided by the Australian Curriculum and the South Australian Certificate of Education (SACE), students are supported to develop knowledge, skills and capabilities through a balance of explicit teaching, inquiry learning and authentic real-world experiences. Across Years 7 to 12, students are encouraged to explore their interests, discover their strengths and pursue pathways aligned with their aspirations for life beyond school. We value strong partnerships between students, families and staff and look forward to supporting each young person as they learn with purpose, grow with grace and flourish throughout their learning journey.

A message from the Deputy Principal As Deputy Principal, I warmly welcome you to the St Martins Lutheran College Year 7 to 12 Curriculum Handbook. The secondary years are a time of remarkable growth, and this handbook reflects our commitment to providing every student with a rigorous, relevant and future-focused learning experience. As a Lutheran school, we believe every student is known, valued and gifted by God, and it is this conviction, captured in our identity thread Learn with Purpose, Grow with Grace, that shapes everything we do and defines who we are as a College community. Whether a student’s pathway leads to university, vocational training or directly into the workforce, our curriculum is designed to open doors and build the academic foundation, critical thinking skills and confidence needed to walk through them. We are proud to offer a breadth of subjects and programs that challenge students to reach their potential, and I warmly invite each young person and their family to explore these opportunities with curiosity, ambition and a sense of purpose.

Celia Mara | Deputy Principal

A message from the Head of Learning, Teaching and Innovation R-12 At St Martins, curriculum opportunities align with our strategic aspiration to grow future-ready learners. We provide learning experiences that equip students with the knowledge, skills, character and confidence to flourish in an ever-changing world. Through a rich and diverse curriculum, students are encouraged to pursue their interests, challenge themselves, discover their strengths and develop a lifelong love of learning. We believe every student has unique gifts and potential, and we are committed to providing learning experiences that inspire curiosity, foster achievement and prepare students for meaningful futures.

Jo Patterson | Head of Learning, Teaching and Innovation R-12 2027 Curriculum Handbook

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The St Martins Learning Journey The Year 7 to 12 curriculum is shaped by the Australian Curriculum and the South Australian Certificate of Education (SACE). Throughout these years, students are supported to build knowledge, skills, capabilities and confidence through a balance of explicit teaching, inquiry learning, practical experiences and authentic real-world applications. • • • • • • • • • • • • •

In Years 7 to 9, students engage in a broad and balanced curriculum designed to develop strong foundations across all learning areas while nurturing curiosity, creativity and critical thinking. Learning experiences are intentionally designed to support students in developing confidence, independence and a strong sense of belonging within the College community. Students are encouraged to explore new interests, develop positive learning habits and build the knowledge and capabilities needed for future learning and personal growth. In Year 10, students begin actively exploring future pathways through increased subject choice and experiences such as SACE Stage 1 Exploring Identities and Futures (EIF), while continuing to build breadth across a wide range of learning areas. Students are supported to develop greater independence, reflect on their strengths and interests, and begin making informed decisions about senior school pathways, future study and career aspirations. As students move into Years 11 and 12, they undertake SACE studies through a combination of school-based subjects, vocational education and training (VET), community learning opportunities and personalised pathway options. Senior students are encouraged to take increasing responsibility for their learning while developing the skills, knowledge and adaptability required for further education, employment and life beyond school.

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Pastoral Care at St Martins Lutheran College At St Martins Lutheran College, Pastoral Care is at the heart of everything we do. Grounded in God’s grace and love, our Christ-centred approach to care nurtures the whole person, spiritually, emotionally, socially, and academically, so that every student is known, valued, and supported to flourish both in learning and in life. • • • • • • • • • • • • •

Our Pastoral Care Framework is built around three interconnected pillars. Student Wellbeing focuses on promoting and sustaining the mental, emotional, and psychological health of students through counselling support, proactive wellbeing education, and partnerships with families and external agencies, helping students build resilience and social-emotional intelligence. Ministry and Spiritual Formation serves as the spiritual heartbeat of the College, nurturing faith, identity, and purpose through the Gospel, including the worship and devotional life of the community, and providing pastoral and spiritual care to students. Student Engagement works to foster a strong sense of belonging, connection, and participation in both learning and school life, monitoring attendance and behaviour and leading restorative and relational approaches that build a culture of care and respect. Each week, students participate in a Community Connect lesson, which provides dedicated time for year level connection and communication through activities such as year level meetings, assemblies, and buddy activities. Students also engage in Pastoral Care lessons, where a structured wellbeing curriculum is delivered through programs including The Rite Journey, a rite-of-passage program supporting students through adolescence, and Wellio, which builds practical wellbeing skills and strategies. Together, these experiences ensure that care and connection are integrated into school life at St Martins. Josh Hein | Head of Pastoral Care

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Key Contacts

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College Executive Mr Alan Connah Mrs Celia Mara Mrs Jo Patterson Mr Josh Hein Ms Xenia Kerr Mrs Sharn de Nys

Principal Deputy Principal Head of Learning, Teaching and Innovation (R-12) Head of Pastoral Care (R-12) Director of Student Engagement (7-12) Director of R-6 Village

aconnah@stmartins.sa.edu.au cmara@stmartins.sa.edu.au jpatterson@stmartins.sa.edu.au jhein@stmartins.sa.edu.au xkerr@stmartins.sa.edu.au sdenys@stmartins.sa.edu.au

Year Level Leaders Mr Fanie Geyser Miss Chloe Perryman Mrs Courtney Lewis Mrs Courtney Lewis Mr Andy Ahrens Mrs Sharon Brodie

Year 7 Leader Year 8 Leader Year 9 Leader Year 10 Leader Year 11 Leader Year 12 Leader

fgeyser@stmartins.sa.edu.au chloe.perryman@stmartins.sa.edu.au clewis@stmartins.sa.edu.au clewis@stmartins.sa.edu.au aahrens@stmartins.sa.edu.au sbrodie@stmartins.sa.edu.au

Future Pathways Team Miss Connie Ferraro Ms Linda Polomka Mrs Kath Greene

SACE Leader Future Pathways Leader VET Coordinator

cferraro@stmartins.sa.edu.au lpolomka@stmartins.sa.edu.au kgreene@stmartins.sa.edu.au

Learning Leaders Ms Catie Kennedy Mrs Mary-Anne Sheppard Miss Lucy Ballard Mr Brett Shepherdson Mrs Pippin Childs Mrs Jessica Csillag Mrs Rebekah McDonald Mrs Jo Patterson

English Mathematics Science Health and Physical Education Humanities and Social Sciences Technologies Creative Arts Christian Studies

ckennedy@stmartins.sa.edu.au msheppard@stmartins.sa.edu.au lballard@stmartins.sa.edu.au bshepherdson@stmartins.sa.edu.au pchilds@stmartins.sa.edu.au jcsillag@stmartins.sa.edu.au rmcdonald@stmartins.sa.edu.au jpatterson@stmartins.sa.edu.au

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Year 7 to Year 9 | Building a strong foundation In Years 7 to 9 at St Martins Lutheran College, students build strong foundations for future learning while exploring a broad range of subjects and experiences.

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Students are encouraged to develop their interests, strengths and skills through engaging learning opportunities across the curriculum. During these years, they are supported to become increasingly independent learners, deepen their understanding of themselves and the world around them, and begin considering future pathways through rich academic, practical, creative and community-based learning experiences.

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Year 7 Course Overview • • • • • • • • • • • • •

Year 7 at St Martins Lutheran College provides students with a strong foundation for secondary learning within a supportive and engaging environment. As students transition into the Year 7 to 12 Village, they are encouraged to develop independence, confidence and positive learning habits while building strong relationships with peers and teachers. The Year 7 Australian Curriculum is broad and balanced, providing opportunities for students to develop knowledge, skills and understanding across a range of learning areas. Alongside core subjects, students engage in specialist learning experiences delivered through a trimester model, allowing students to experience a broad range of subjects and supporting informed subject choices in later years. Christian Studies, Pastoral Care and Community Connect are also important components of the Year 7 experience, helping students develop a strong sense of belonging, purpose and connection within the College community.

Year 7 Core Subjects • • • • • • •

Christian Studies English Mathematics Science Humanities and Social Sciences Health and Physical Education German

Year 7 Trimester Subjects (Rotations) • • • • • •

Visual Arts Music Drama Digital Technology Design Technology Food Technology

Students may also participate in a range of co-curricular, service learning, leadership and extracurricular opportunities throughout the year.

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SUBJECT SELECTIONS > YEAR 7

7 Christian Studies SUBJECT DESCRIPTION

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In Year 7 Christian Studies, students explore religion and spirituality as important parts of cultures and communities. They investigate core Christian beliefs, including the understanding of God as Father, Son and Holy Spirit, and begin to develop Biblical literacy and inquiry skills that support thoughtful engagement with scripture, belief and faith traditions. Students examine how Christian beliefs are expressed in texts, practices and communities, and consider the cultural and historical contexts in which scripture is interpreted. They reflect on identity, relationships and the worth of the individual, compare beliefs about God and human nature in monotheistic religions, and are encouraged to respond personally and thoughtfully to the ideas and concepts they encounter. KEY LEARNINGS • • • •

Christian Beliefs - How God is revealed as the Holy Trinity Christian Church - Scripture in cultural and historical contexts Christian Living - Christian beliefs about the worth of the individual Christianity in the World - Monotheistic religions

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SUBJECT SELECTIONS > YEAR 7

7 English SUBJECT DESCRIPTION

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In Year 7 English, students engage with a wide range of texts for enjoyment, analysis and critical response. These include First Nations Australian literature, works by Australian authors, and texts from and about Asia and other cultures around the world. Students develop their skills in listening, reading, viewing, speaking and writing while learning to analyse, interpret and communicate ideas effectively. Through their study of English, they build the knowledge and confidence to express themselves, understand different perspectives and engage thoughtfully with the world around them. KEY LEARNINGS • • • •

Short Text Analysis Novel Studies Film and Visual Text Analysis Persuasive and Creative Writing

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SUBJECT SELECTIONS > YEAR 7

7 Mathematics SUBJECT DESCRIPTION

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In Year 7 Mathematics, students consolidate and build on their understanding of number, measurement and space, while strengthening their confidence in using mathematics to solve problems and explain their thinking. They extend their understanding of operations with integers, negative numbers, fractions, ratios, decimals and percentages, and develop increasing fluency in using mathematical language, symbols and representations accurately. Students also build on patterning and are introduced to algebra through variables, symbols and representation. Across topics such as statistics, equations and graphs, angles, shapes and objects, measurement and probability, they learn to make connections, apply reasoning and use mathematical strategies in both familiar and unfamiliar situations, supporting sound numeracy for everyday life and future learning. KEY LEARNINGS • • • • • • • • •

Operations with Integers Negative Numbers Statistics Fractions and Ratios Decimals and Percentages Algebra, Equations and Graphs Angles, Shapes and Objects Measurement Probability

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SUBJECT SELECTIONS > YEAR 7

7 Science SUBJECT DESCRIPTION

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In Year 7 Science, students learn about the physical, chemical and biological world around them and begin to understand how scientific knowledge helps explain everyday phenomena. They learn to work scientifically by questioning, exploring, hypothesising, collecting and interpreting evidence, and communicating their ideas clearly using scientific language, observations and conclusions. A range of practical skills are developed in a laboratory setting using a variety of scientific apparatus and procedures. Through studies in classification and ecosystems, Earth and space, forces and simple machines, and mixtures and separation, students strengthen their curiosity, deepen their understanding of how the world works, and build confidence in investigation, evidence based reasoning and safe practical work. KEY LEARNINGS • • • • •

Laboratory Skills and Experiment Design Classification and Ecosystems Earth and Space Forces and Simple Machines Mixtures and Separation

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SUBJECT SELECTIONS > YEAR 7

7 Humanities and Social Sciences SUBJECT DESCRIPTION

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In Year 7 Humanities and Social Sciences, students study History, Geography, Economics and Business, and Civics and Citizenship to develop a broad and connected understanding of their world, its past and their role in society. Throughout the year they explore history from the time of the earliest human communities to the end of the ancient period, building historical knowledge alongside inquiry skills such as analysing sources and considering different perspectives. In Geography, students consider the concept of place by exploring environments and how they are perceived and valued. In Economics and Business, they are introduced to the nature of resources and the importance of making informed choices. In Civics and Citizenship, they explore what it means to be Australian, including the rights and responsibilities of citizenship, helping them understand how people, places, systems and societies are connected. KEY LEARNINGS • • • • • • •

Deep Time History of Australia Australian Identity and Values Civics in Action Understanding Economics Liveability Water in the World Ancient Civilisations

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SUBJECT SELECTIONS > YEAR 7

7 Health and Physical Education SUBJECT DESCRIPTION

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In Year 7 Health and Physical Education, students refine specialised knowledge and skills related to movement, health and wellbeing. At the beginning of the year, they are taught specific skills in athletics in preparation for the College Athletics Carnival, and across the year they participate in a variety of sports and physical activities that develop movement competence, confidence and teamwork. Students explore physical activity through modified games, net and wall games, invasion games, striking and fielding games, and target games, with an emphasis on fair play, encouragement and game modification. They also design their own games with fun and inclusivity in mind, while investigating practices that enhance their own and others’ health, safety and wellbeing, including growth and development, mental and emotional health, food choices and advertising, and legal and illicit drugs. KEY LEARNINGS • • • • • • •

Net, Wall and Invasion Games Striking, Fielding and Target Games Athletics Growth and Development Mental and Emotional Health and Wellbeing Food Choices and Advertising Legal and Illicit Drugs

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SUBJECT SELECTIONS > YEAR 7

7 German SUBJECT DESCRIPTION

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In Year 7 German, students begin learning basic skills to communicate through listening, speaking, reading, and writing in German. They build vocabulary, pronunciation and early grammatical understanding so they can use language in familiar classroom and everyday contexts, while also developing confidence in expressing simple ideas and responding to others. Students study a range of aspects of German culture, including celebrations, geography, history, daily life and food, and learn about the role of German cultural heritage in Australia. Through topics such as greetings, classroom objects, numbers, colours, body parts, feelings, and verbs, they begin to understand how language and culture are connected and how communication changes across different contexts. KEY LEARNINGS • • • • •

Vocabulary Pronunciation Grammar Culture German Festivals and Celebrations

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SUBJECT SELECTIONS > YEAR 7

THE ARTS • • • • • • • • • • • • •

7 Visual Arts

7 Drama

7 Music

SUBJECT DESCRIPTION

In Year 7 Visual Arts, students explore artists and their art making, developing their understanding of how ideas, techniques and visual conventions work together to communicate meaning. They begin to plan and develop their own skills, techniques and processes, drawing on the work of others as inspiration while learning how visual language can shape the way artworks are interpreted.

In Year 7 Drama, students use voice and body to explore real and imagined worlds and learn how meaning is created through performance. They develop confidence in using movement, expression and collaboration to communicate ideas, feelings and situations, while also learning to respond to drama as both participants and audience members.

In Year 7 Music, students develop the skills needed for active engagement and enjoyment in performing, composing and listening to music. The emphasis is on practical music making, with students exploring a varied selection of repertoire that reflects their interests and levels of musical development while building confidence as listeners, performers and creators.

Students are introduced to visual conventions, techniques and processes through practical experiences in areas such as organic and geometric shapes, tone and shading, colour properties, printmaking and portraiture. They plan their art making in response to exploration and experimentation, develop and refine their ideas, and contribute to experiences such as art show curation that help them understand how artworks are presented to audiences.

Year 7 Drama begins with a focus on Mime, helping students develop control, expression and awareness of physical communication. Students then build their creative skills through tableau, improvisation and play building, working in small groups to create and present their own plays to the class. Through these practical experiences, they strengthen communication, empathy, imagination and collaborative performance skills.

Students experience and create electronic music using BandLab and progress through a tailored musicianship course using Musition to develop theory and aural based skills. Through work in music for the head, heart and ear, and through creating and performing, they build understanding of how musical elements work together and how music can communicate ideas, mood and personal expression. KEY LEARNINGS

KEY LEARNINGS KEY LEARNINGS • • • •

Art Elements Printmaking Portraiture Art Show Curation

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Mime Tableau Collaborative Skills Improvisation Play Building

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Music for the Head - Music Theory Music for the Heart - Music Appreciation Music for the Ear - Aural Skills Putting It Together - Creating & Performing

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SUBJECT SELECTIONS > YEAR 7

TECHNOLOGIES • • • • • • • • • • • • •

7 Digital Technology

7 Design Technology

7 Food Technology

SUBJECT DESCRIPTION

In Year 7 Digital Technology, students explore key concepts in digital systems, developing their understanding of how digital technologies function and how data is represented, processed and used. They engage in problem solving tasks that encourage logical thinking and creativity and begin to understand how digital solutions are designed to meet specific needs and challenges.

In Year 7 Design Technology, students develop practical skills through working with timber and learn how design ideas can be turned into finished products. A small project is constructed using wood, giving students opportunities to use hand tools and appropriate machines safely and effectively while building confidence in measuring, marking, cutting and assembling materials.

In Year 7 Food Technology, students are introduced to food through learning and experiences that focus on nutrition, health and wellbeing. They undertake a variety of theoretical and practical tasks that emphasise the importance of making good food choices and begin to develop confidence in understanding how food contributes to healthy living.

Students are introduced to algorithms, programming and data management, and investigate the ethical and social impacts of technology in everyday life. Through designing and developing digital solutions, they learn how technology shapes the way people live, work and communicate, while building confidence in using computational thinking and digital tools to create purposeful and effective outcomes.

Complementing the practical work is the learning of design software, which allows students to create images that can be used to produce items engraved and cut using a laser cutter. Through work such as recognising common timbers, constructing a timber fruit bowl project and designing small items created using computer-controlled machinery (CNC), students build confidence in both making and digital design, while learning how technologies support purposeful production.

Practical food tasks focus on preparing and serving food safely and hygienically, learning basic kitchen skills and techniques, and developing personal competence in the kitchen. Students also build understanding of recipes, measurement and equipment, and explore nutrition and food selection models, helping them connect practical food preparation with informed decision making about food and health.

KEY LEARNINGS

KEY LEARNINGS KEY LEARNINGS

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Digital Systems and Their Components Algorithms and Programming Languages Data Representation and Storage Ethical and Social Impacts of Technology Design and Develop Digital Solutions

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Timber Production Theory Measure, Mark, Drill, Glue and Fasten Timber Timber Fruit Bowl Project Use TurboCAD Software Tools Design and Produce Small CNC Projects

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Safe Food Preparation Understanding and Interpreting Recipes Measurement and Equipment Nutrition and Food Selection Models

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Year 8 Course Overview • • • • • • • • • • • • •

Year 8 at St Martins Lutheran College builds on the foundations established in Year 7 while encouraging students to further develop responsibility and confidence as learners, with increasing independence. Students continue to engage in a broad and balanced Australian Curriculum designed to strengthen knowledge, skills and understanding across a range of learning areas. Learning experiences encourage curiosity, collaboration, creativity and critical thinking through a combination of explicit teaching, inquiry learning and practical application. Students continue to participate in a range of specialist learning experiences, while beginning to exercise choice within their learning program. In Year 8, students select either Music or Drama as their Performing Arts subject, allowing them to further develop personal interests and beginning to explore future subject pathways. Christian Studies, Pastoral Care and Community Connect remain important components of the Year 8 experience, supporting student wellbeing, faith development and a strong sense of belonging within the College community.

Year 8 Core Subjects • • • • • • •

Christian Studies English Mathematics Science Humanities and Social Sciences Health and Physical Education German

Year 8 Trimester Subjects (Rotations) • • • • • •

Visual Arts Performing Arts (Music or Drama) Digital Technology Design Technology Food Technology Impact X - Project

Students may also participate in a range of co-curricular, service learning, leadership and extracurricular opportunities throughout the year.

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SUBJECT SELECTIONS > YEAR 8

8 Christian Studies SUBJECT DESCRIPTION

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In Year 8 Christian Studies, students continue to explore religion and spirituality as important parts of cultures and communities. They deepen their understanding of Christianity by investigating the significance of Jesus Christ, including his life, death and resurrection, and consider how Christian beliefs are shaped, expressed and lived within different times and places. Students examine the development of Christian communities and compare how beliefs and practices reflect social and historical contexts. They analyse the concept of Christian love and service as a response to faith, and explore people’s search for spirituality in Australian society. Students continue to build Biblical literacy and inquiry skills that support reflection on their own spiritual journey and thoughtful engagement with faith. KEY LEARNINGS • • • •

Christian Beliefs - Jesus’ life, death and resurrection Christian Church - Social and historical contexts of Christian communities Christian Living - Christian love and service as a response to faith Christianity in the World - What drives the need for spirituality?

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SUBJECT SELECTIONS > YEAR 8

8 English SUBJECT DESCRIPTION

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In Year 8 English, students engage with a variety of texts of increasing complexity, including both classic and contemporary genres. Students learn to understand, analyse, communicate, and build relationships with each other through a variety of text types. This helps create confident communicators, imaginative and critical thinkers, and informed citizens. They create a range of texts while developing their understanding of purpose, context, and audience, and how these influence language choices and communication styles. Students deepen their appreciation of literature through regular literacy tasks, short text analysis, novel studies, film and visual text analysis, persuasive writing, and creative writing. They strengthen their ability to interpret and respond thoughtfully to texts, recognising how language features and text structures shape meaning for different audiences and purposes. KEY LEARNINGS • • • • •

Novel Study Narrative Writing Film Study Oral Presentations Short Texts

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SUBJECT SELECTIONS > YEAR 8

8 Mathematics SUBJECT DESCRIPTION

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In Year 8 Mathematics, students build on their prior learning and experiences through a range of approaches to learning and doing mathematics. They deepen their understanding of concepts, procedures and processes by making connections, reasoning, problem solving and practising skills, while developing fluency and confidence in applying mathematics across different contexts. Students are encouraged to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. Through work in number, measurement, indices, algebra, linear relationships, statistics, Pythagoras, probability and geometry, they strengthen their mathematical reasoning and learn to communicate their thinking clearly using appropriate representations and mathematical language. KEY LEARNINGS • • • • • • •

Number and Algebra Measurement Indices Linear Relationships Statistics and Probability Pythagoras Geometry

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SUBJECT SELECTIONS > YEAR 8

8 Science SUBJECT DESCRIPTION

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In Year 8 Science, students continue learning about the physical, chemical and biological world around them and develop a deeper understanding of how science explains natural processes and everyday phenomena. They work scientifically by questioning, exploring, hypothesising, collecting and interpreting evidence, and communicating findings based on observation, data and reasoning. Students develop practical skills through the use of laboratory equipment, activities, exercises and investigations. Through studies of the rock cycle and plate tectonics, energy, physical and chemical change, and cells and surviving, they expand their scientific understanding while strengthening inquiry, analysis and problem-solving skills that support informed thinking about the natural world and the role of science in society. KEY LEARNINGS • • • •

Rock Cycle and Plate Tectonics Energy Physical and Chemical Change Cells and Surviving

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SUBJECT SELECTIONS > YEAR 8

8 Humanities and Social Sciences SUBJECT DESCRIPTION

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In Year 8 Humanities and Social Sciences, students study Geography, History, Civics and Citizenship, and Business and Economics, gaining a broad understanding of the world and their role within it. In Geography, they investigate landscapes and landforms, focusing on their significance and the natural processes that create and change them, while also exploring urbanisation and the causes, consequences and challenges of urban growth. In History, students study the medieval and beginning of the early modern period, building understanding of context, chronology and patterns of continuity and change over time. In Civics and Citizenship, they learn about democracy and the role of political parties in Australia. In Business and Economics, they explore entrepreneurship and the characteristics of successful businesses through the $20 Boss program, strengthening their capacity to think critically about society, systems and decision making. KEY LEARNINGS • • • • •

Landforms and Landscapes Changing Nations Medieval Europe and the Vikings Political Parties $20 Boss Program

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SUBJECT SELECTIONS > YEAR 8

8 Health and Physical Education SUBJECT DESCRIPTION

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In Year 8 Health and Physical Education, students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement, composition and performance, and begin to transfer movement skills and concepts across a variety of physical activities with increasing confidence, strategy and control. Students participate in areas such as functional movement skills, fitness testing, invasion games, striking and fielding games, net and wall games, target games and rhythmic movement or dance. They are also supported to take positive action to enhance their own and others’ health, safety and wellbeing, building personal responsibility, teamwork and an understanding of how movement, health and active participation contribute to lifelong wellbeing. KEY LEARNINGS • • • • •

Functional Movement Skills Net, Wall and Invasion Games Striking, Fielding and Target Games Rhythmic Movement/Dance Mental and Emotional Health and Wellbeing

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SUBJECT SELECTIONS > YEAR 8

8 German SUBJECT DESCRIPTION

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In Year 8 German, students continue learning to communicate in a range of ways while developing an understanding of and appreciation for German culture. They extend their skills in speaking, reading, writing and understanding German, while developing more accurate pronunciation and greater confidence in using the language across familiar topics and everyday interactions. Students explore themes such as greetings and personal information, family, pets, school, hobbies, sports, countries, colours, weekdays, months, seasons, and time. They also learn about German festivals and celebrations and reflect on cultural influences and identity. Through these experiences, students deepen their vocabulary, grammar, and intercultural understanding, and strengthen their confidence as language learners and communicators. KEY LEARNINGS • • • • •

Vocabulary Pronunciation Grammar Culture German Festivals and Celebrations

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SUBJECT SELECTIONS > YEAR 8

THE ARTS • • • • • • • • • • • • •

8 Visual Arts

8 Drama

8 Music

SUBJECT DESCRIPTION

In Year 8 Visual Arts, students explore how artists use visual conventions and viewpoints to communicate ideas, and they apply this knowledge in their own art making. They deepen their understanding of how materials, techniques and presentation choices influence the way artworks are interpreted by audiences.

In Year 8 Drama, students use body, gesture, movement, voice and language to create roles that explore and depict real and imagined worlds. They create meaning through drama as they enjoy and analyse their own work and the work of others, developing increasing confidence in performance, collaboration and expressive communication.

In Year 8 Music, students who have a passion for music study the subject more intensively and continue to develop practical skills in ensemble and solo performance. They explore a variety of musical topics in line with the Australian Music Curriculum, while building confidence as performers, listeners and developing musicians through sustained engagement with different styles and traditions.

Students plan their art making in response to exploration of techniques and processes used in their own and others’ works. Through experiences in painting and drawing, using a range of media and examining cultural styles, they refine their use of visual conventions and processes to communicate meaning with increasing confidence and intentionality. KEY LEARNINGS • • •

Painting and Drawing Skills Indigenous Art Techniques Media Exploration

Like all art forms, Drama has the capacity to engage, inspire and enrich students, excite the imagination and encourage students to reach their creative and expressive potential. Through improvisation, play building and theatre sports, students develop their ability to think imaginatively, respond spontaneously and work with others to shape dramatic action, meaning and audience engagement. KEY LEARNINGS • • •

Improvisation Play Building Theatre Sports

By studying a broad range of music styles, with a focus on Australian music, students develop a strong foundation for future musical development in later elective courses. Through music theory, music appreciation, aural skills and creating and performing, they strengthen their ability to listen with purpose, apply musical knowledge and communicate ideas and expression through sound. KEY LEARNINGS • • • •

Music for the Head - Music Theory Music for the Heart - Music Appreciation Music for the Ear - Aural Skills Putting It Together - Creating & Performing

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SUBJECT SELECTIONS > YEAR 8

TECHNOLOGIES • • • • • • • • • • • • •

8 Digital Technology

8 Design Technology

8 Food Technology

SUBJECT DESCRIPTION

In Year 8 Digital Technology, students learn about data, image manipulation and programming while developing their understanding of digital systems and digital solutions. Data is explored and manipulated using a spreadsheet such as Google Sheets, helping students organise, represent and interpret information in purposeful ways that support analysis and problem solving.

In Year 8 Design Technology, students develop practical skills through working with metal and learn how design and production processes support the creation of functional products. A project is constructed using mild steel, giving students opportunities to use hand tools and appropriate machines safely and effectively while building precision, confidence and craftsmanship.

In Year 8 Food Technology, students build on the introductory skills and knowledge gained in Year 7, with a continued focus on safe food preparation and the development of practical food skills. They strengthen their confidence in preparing and presenting food, while building independence and greater awareness of how preparation techniques influence quality, safety and enjoyment.

Photo editing techniques and skills are developed using Pixlr, a powerful photo editing program. Students also use Arduino microprocessors in conjunction with electronic components to learn basic programming skills in a C based language. Fundamentals of AI tools may also be explored, possibly replacing parts of the photo editing topic, helping students understand how digital technologies can be used creatively, critically and responsibly.

Complementing the practical work, students continue to develop their design software skills, creating images that can be used to produce items engraved and cut using a laser cutter. Through measuring, marking, cutting, drilling and filing steel, as well as designing small laser cut projects and completing theory work, students strengthen their understanding of materials, processes and the role of digital design in modern production.

Students expand their theoretical knowledge of food and nutrition by applying the basics of food selection models to everyday eating and considering the many factors that influence food choices. Through both practical and theoretical learning, they develop a clearer understanding of the relationship between food, health and lifestyle, while continuing to build competence, organisation and confidence in the kitchen.

KEY LEARNINGS

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• • • •

KEY LEARNINGS • • •

Data Manipulation with Google Sheets Image Manipulation Using Pixlr Programming Skills Using Arduino Microprocessors

Metal Theory Work Measure, Mark, Cut, Drill and File Steel Create Steel-Based Project Use Turbo CAD Software Tools Design and Produce Small Laser Cut Projects

Safe Food Preparation Food Preparation and Presentation Skills Factors That Influence Food Choices Food Selection and Menu Planning

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SUBJECT SELECTIONS > YEAR 8

ADDITIONAL OFFERINGS 8 Impact X Project • • • • • • • • • • • • •

SUBJECT DESCRIPTION In Year 8 Impact X Project, students become changemakers by developing innovative solutions to real world issues linked to the United Nations Sustainable Development Goals. Through teamwork, creativity and critical thinking, they identify a problem that matters to them, investigate existing responses and design a new idea that aims to create genuine impact for others. Students pitch their concept, create a prototype, seek feedback and present their work to an audience. This hands-on subject helps students connect learning with purpose while building communication, curiosity, agility, resilience and action focused problemsolving skills. It encourages students to see themselves as capable contributors who can use ideas, collaboration and innovation to make a difference. KEY LEARNINGS • • • •

Critical Thinking Creative and Agile Thinking Communication Agency Through Curiosity and Action

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Year 9 Course Overview • • • • • • • • • • • • •

Year 9 at St Martins Lutheran College provides students with increased opportunities for choice, independence and personal growth as they prepare for future senior pathways. Alongside core subjects, students have access to a wider range of elective opportunities, allowing them to explore personal interests, strengths and future aspirations. Students select four semester electives, which must include at least one Arts elective and one Technologies elective, encouraging breadth of learning while also creating opportunities for student agency, personalised pathways and the exploration of individual interests, strengths and future aspirations. A significant part of the Year 9 experience is participation in The Rite Journey, a contemporary rite of passage program designed to support students through the transition from childhood to adulthood. Through reflection, challenge, mentoring and shared experiences, students explore themes of identity, resilience, relationships, responsibility and character development. Christian Studies, Pastoral Care and Community Connect continue to support student wellbeing, faith development and connection within the College community as students prepare for the transition into senior schooling.

• • • • • • •

Year 9 Core Subjects

Year 9 Elective Subjects

Christian Studies English Mathematics Science Humanities and Social Sciences Health and Physical Education Rite Journey

ARTS ELECTIVES • Visual Arts - Global Art Studio • Visual Arts - Drawing and Painting • Visual Arts - Design • Drama • Photography • Filmmaking and Animation • Music

Students may also participate in a range of co-curricular, service learning, leadership and extracurricular opportunities throughout the year.

Year 9 Additional Subjects Offerings • • • • • •

German Side Hustle History Comes Alive Investigating Agriculture High Performance Sport Outdoor Adventure and Recreation

TECHNOLOGY ELECTIVES • Design Technology - Metalwork • Design Technology - Woodwork • Design Technology - Textiles • Food Technology - Flavour Fusion • Food Technology - Eat. Design. Create. • Digital Technology - TechX 2027 Curriculum Handbook

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SUBJECT SELECTIONS > YEAR 9

9 Christian Studies SUBJECT DESCRIPTION

• • • • • • • • • • • • •

In Year 9 Christian Studies, students continue exploring religion and spirituality as important parts of cultures and communities. They examine and reflect on the impact of sin, evil and grace in the world, and consider how these ideas shape Christian beliefs, understandings of humanity and responses to the challenges and complexities of life. Students compare the origins, intention and diversity of Christian worship practices, and explore how Christians interpret and act on their calling as stewards in God’s world. They also apply decision making processes to ethical issues and explain how and why people hold different ethical positions, building thoughtful, informed and reflective engagement with faith, values and contemporary issues. KEY LEARNINGS • • • •

Christian Beliefs - The impact of sin, evil and grace in the world Christian Church - the Diversity of Christian worship practices Christian Living - God’s calling to be a steward Christianity in the World - Ethical decision making

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SUBJECT SELECTIONS > YEAR 9

9 English SUBJECT DESCRIPTION

• • • • • • • • • • • • •

In Year 9 English, students engage with a variety of texts involving higher order reasoning that are designed to challenge and extend them. They analyse, understand, communicate, and build relationships with others through increasingly complex reading, viewing, speaking, and writing experiences, while developing greater independence in interpretation and response. Students engage with, analyse, evaluate, and create a range of texts, with greater emphasis on stylistic features and conventions. Through work such as novel or extended short story study, creative writing, film study, oral presentation, poetry, persuasive writing, drama study, and critical reading, they develop as thoughtful, articulate and critical communicators who can respond to complex ideas with confidence. KEY LEARNINGS • • • • • •

Novel or Extended Short Story Text Study Creative and Persuasive Writing Film and Drama Study Oral Presentation Poetry Critical Reading

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SUBJECT SELECTIONS > YEAR 9

9 Mathematics SUBJECT DESCRIPTION

• • • • • • • • • • • • •

In Year 9 Mathematics, students build on their prior learning and experiences through a range of approaches that deepen their understanding of mathematical concepts, procedures and processes. They continue developing their ability to make connections, reason, solve problems and apply mathematics to both familiar and unfamiliar situations with increasing confidence and precision. Students are encouraged to employ mathematical strategies to make informed decisions and solve problems efficiently. Through work in exponents, geometry, linear relationships, statistics, measurement, algebra, non-linear relationships and probability, they strengthen fluency, reasoning and problem solving, and learn to communicate and justify their mathematical thinking using appropriate methods, representations and mathematical language. KEY LEARNINGS • • • • • • •

Exponents Geometry Linear Relationships Statistics and Probability Measurement Algebra Non-Linear Relationships

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SUBJECT SELECTIONS > YEAR 9

9 Science SUBJECT DESCRIPTION

• • • • • • • • • • • • •

In Year 9 Science, students learn about how the physical, chemical and biological world around them works and influences everyday life. They continue developing scientific inquiry skills such as questioning, exploring, hypothesising, collecting and interpreting evidence, and communicating their ideas, helping them explain phenomena and consider how science is used in the world around them. Students carry out a variety of practicals and investigations to develop laboratory and investigative skills. Through studies in body systems and reproduction, subatomic particles and chemical reactions, particles and waves, and the carbon cycle, they strengthen their understanding of scientific concepts, evidence-based thinking and the ways science supports informed decisions about health, the environment and future challenges. KEY LEARNINGS • • • •

Body Systems and Reproduction Subatomic Particles and Chemical Reactions Particles and Waves Carbon Cycle

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SUBJECT SELECTIONS > YEAR 9

9 Humanities and Social Sciences SUBJECT DESCRIPTION

• • • • • • • • • • • • •

In Year 9 Humanities and Social Sciences, students deepen their understanding of the world and their role within it through the study of History and Geography. Civics and Citizenship and Economics and Business are also explored within specific units. In History, they examine the making of the modern world and Australia from 1750 to 1918, developing understanding of context, chronology and broad patterns of continuity and change. Students investigate developments such as European imperial expansion, movement of peoples within and between countries, and the impact of these changes on the Australian continent. In Geography, they focus on changes in places and environments, how these can be managed now and in the future, and the importance of interconnections and interdependencies. They also explore themes such as biomes and food security, geographies of interconnections and the Australian legal system. KEY LEARNINGS • • • • • •

The Industrial Revolution (1750-1900) Making and Transforming the Australian Nation (1750-1914) World War I (1914-1918) Biomes and Food Security Geographies of Interconnections The Australian Legal System

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SUBJECT SELECTIONS > YEAR 9

9 Health and Physical Education SUBJECT DESCRIPTION

• • • • • • • • • • • • •

In Year 9 Health and Physical Education, students learn to maintain a positive outlook and evaluate behavioural expectations in different situations. They apply health and physical activity information to support healthy and active habits and develop strategies that support preventive health practices and contribute to individual and community health and wellbeing. Students refine specialised movement skills, strategies and concepts in a range of movement environments, including athletics, invasion games, striking games, net and wall games and target games. They evaluate their own and others’ movement performances and continue to strengthen leadership, teamwork and collaboration, while exploring sustainable health, respectful relationships, social responsibility, safe decision making and health in the media. KEY LEARNINGS • • • • • • •

Sustainable Health Respectful Relationships Social Responsibility and Safe Decision Making Health in the Media Athletics Net, Wall and Invasion Games Striking, Fielding and Target Games

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SUBJECT SELECTIONS > YEAR 9

9 Rite Journey SUBJECT DESCRIPTION

• • • • • • • • • • • • •

In Year 9 Rite Journey, students take part in a year long program designed to support their transition from adolescence to adulthood. Delivered separately to boys and girls, the program functions as a modern rite of passage and uses challenges, discussions, camps and guided reflection to support students in their personal growth and development. Students are encouraged to step beyond their comfort zones in a safe and nurturing environment, while building stronger relationships and deeper self-awareness. Although it is not an assessed subject, the program places strong value on active participation and engagement, helping students reflect on their relationship with self, others, spirit and the world as they grow in identity, purpose and responsibility. KEY LEARNINGS • • • •

Relationship with Self Relationship with Others Relationship with Spirit Relationship with the World

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SUBJECT SELECTIONS > YEAR 9

THE ARTS • • • • • • • • • • • • •

9 Visual Arts Global Art Studio

9 Visual Arts Drawing and Painting

9 Visual Arts Design

SUBJECT DESCRIPTION

In Year 9 Visual Art - Global Art Studio, students expand their art making skills through a broad craft-based approach that includes a range of media, techniques and cultural influences. Drawing inspiration from artists and cultures throughout the world and across history, they explore different art and craft styles to improve, develop and extend their own creative abilities.

In Year 9 Visual Art - Drawing and Painting, students expand their knowledge of drawing and painting techniques through practical studio experiences. Drawing inspiration from artists throughout history as well as contemporary artists, they explore a range of different media and techniques to develop, improve and extend their own artistic skills and expressive confidence.

In Year 9 Visual Art - Design, students explore design from a visual arts perspective, using the design process to create art products that have purpose. They draw inspiration from artists and designers, working through the design process of investigating, designing, refining, creating and reflecting, developing an understanding of how visual communication can be used to shape ideas, identity and audience response.

Through practical experiences in areas such as mosaic, sculpture, collage, mask making and cultural arts and crafts, students build confidence in using materials and processes with intention and care. They develop their ideas through hands on making, reflection and refinement, and contribute to experiences such as art show curation that help them understand how creative work is presented and appreciated.

Class practicals focus on a range of different art movements and genres, including Indigenous Art, Classical Art, Impressionism, Expressionism, Cubism, Abstract Art and Contemporary Art. Students experiment with media such as acrylic paint, watercolour, oil paint, gouache, soft pastels, oil pastels, markers, charcoal and graphite. They create both small and large projects, generating and refining ideas which supports growth in skill and personal style.

KEY LEARNINGS

• • •

• • • •

Class practicals focus on a range of genres to give students experience in designing different products. These may include, but are not limited to, logo design, branding, fashion design, typography, advertising, product packaging and graphic design. Through these practical experiences, students strengthen creative thinking, visual problem solving and their ability to communicate ideas with purpose and clarity. KEY LEARNINGS

Art and Craft Styles and Movement Cultural Crafts and Artworks Creation of Personal Arts and Craft Projects

Portraiture Landscapes Still Life Free Choice

• • •

The Design Process Typography, Logos and Branding Graphic Design

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SUBJECT SELECTIONS > YEAR 9

THE ARTS • • • • • • • • • • • • •

9 Drama

9 Photography

SUBJECT DESCRIPTION

In Year 9 Drama, students investigate the historical context of theatre by exploring styles such as Commedia Dell’Arte and Shakespeare. Students examine how cultural influences, performance conventions, and audience expectations shape dramatic meaning. Through practical learning, students create and refine performances by manipulating the elements of drama (such as voice, movement, character) to develop meaningful and engaging dramatic works.

In Year 9 Photography, students begin, or build on, their knowledge of taking and editing photographs through practical and creative experiences. They use a range of camera equipment, including different lights and lenses, to improve image quality and achieve desired effects, while learning how photographic decisions influence meaning, mood and communication.

Students will develop skills through improvisation, ensemble workshops, and scripted drama. They will be encouraged to become creative risk-takers, experimenting with new ways to present classic texts while also generating modern interpretations. Throughout the unit, students will reflect on their own performances and on the performances of others, using feedback to improve. Where possible, students will also experience theatre by watching a live production and connecting observed techniques to their own learning. KEY LEARNINGS • • • •

Creating Theatre Workshopping Character Development Performance

Students analyse the work of other photographers to gain inspiration for their own creative pieces and explore a range of photographic techniques and styles to produce mini portfolios. Much of the learning is practical, with students experimenting using DSLR and mirrorless cameras and developing Adobe Photoshop and/or Lightroom skills. They develop editing skills using industry standard software. Through composition, camera skills, technical skills and the design process, they strengthen creativity and visual communication. KEY LEARNINGS • • • •

Composition/Lightroom Techniques Photoshop Skills Camera Techniques Creative Briefs

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SUBJECT SELECTIONS > YEAR 9

THE ARTS • • • • • • • • • • • • •

9 Filmmaking and Animation

9 Music

SUBJECT DESCRIPTION

In Year 9 Filmmaking and Animation, students gain hands on practical experiences in creating films and animations. They learn the processes and skills needed to produce their own work, including scripting, camera techniques, lighting, editing, sound manipulation and project management, while exploring how media can be used creatively to communicate ideas and tell stories.

In Year 9 Music, students take responsibility for creating and performing in their own band. They may or may not already play an instrument, however, they must be prepared to study one while in the course, and they work together to plan and prepare material for a series of performances held throughout the semester.

The four stage design process of investigating, devising, producing and evaluating is applied to class tasks. Students may submit work to film and animation competitions and make decisions about how to showcase their productions at the end of the semester. Through these practical experiences, they build technical confidence, creativity and the ability to plan, refine and present media work for an audience.

Students further develop their knowledge, understanding and skills in a range of musical contexts through the study of Australian music and musicianship using online learning tools. They develop technical skills in solo and ensemble performance, aural perception, rehearsal and performance strategies, and may compose or arrange simple songs or musical pieces, while also discussing selected repertoire and critiquing their own performance approaches.

KEY LEARNINGS

• • •

•

Filmmaking Production Basics Animation Production Basics Software Options and Skills for Productions

• • • •

Elements of Music - understanding and manipulating core musical building blocks Aural Skills - developing listening accuracy, pattern recognition, and musical memory Composing - creating short works using devices and elements Music in Context - exploring styles, cultures, and purposes of music Musical Thinking & Reflection - evaluating choices as performers and creators 2027 Curriculum Handbook

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SUBJECT SELECTIONS > YEAR 9

TECHNOLOGIES • • • • • • • • • • • • •

9 Design Technology Metalwork

9 Design Technology Woodwork

9 Design Technology Textiles

SUBJECT DESCRIPTION

In Year 9 Metalwork, students use hand tools, power tools and industrial machinery to construct numerous metal projects. A key priority of the subject is safe and effective tool use, with students learning to create quality products while building confidence in practical production processes and developing a clear understanding of how design decisions affect the finished outcome.

In Year 9 Woodwork, students use hand tools, power tools and industrial machinery to construct a number of timber projects. The main focus of the subject is safe tool use and the creation of quality products, while giving students opportunities to build practical skill, confidence and an understanding of how timber can be shaped and joined for functional purposes.

In Year 9 Textiles, students develop the skills needed to safely use sewing machines and overlockers in order to create clothing and other textile items. They build practical confidence through hands on making and begin to understand how materials, construction techniques and design decisions influence the quality, function and appearance of finished textile products.

Metal projects provide opportunities for students to learn sheet metal fabrication, welding and machining. They also develop skills in time management, quality control, reading and producing engineering drawings and 3D CAD modelling. Through practical and design-based experiences, students strengthen technical skill, precision and independence while learning how manufacturing processes operate in real contexts.

Creating various timber joints is also an important emphasis of the timber projects. Students develop skills in time management, quality control, reading and producing engineering drawings and 3D CAD modelling. Through these practical experiences, they strengthen precision, problem solving and production skills, and develop an understanding of how timber products are designed and made.

Students also explore issues of ethics and sustainability in the textile industry, considering how choices about materials and production affect people and the environment. Through work in material selection, basic sewing skills, pattern use and, where appropriate, a personal textile project, they develop creativity, independence and an understanding of textiles as both a practical and design-based field.

KEY LEARNINGS

• • • •

•

KEY LEARNINGS • • • •

Engineering Drawings Parametric CAD Software 3D Printing Furniture Production

• • • •

Safe Use of Sewing Machines and Overlockers Material Selection and Sustainability Basic Sewing Skills Transforming a Pattern into a Product Personal Textile Project

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SUBJECT SELECTIONS > YEAR 9

TECHNOLOGIES • • • • • • • • • • • • •

9 Food Technology Flavour Fusion

9 Food Technology Eat. Design. Create.

9 Digital Technology TechX

SUBJECT DESCRIPTION

In Year 9 Flavour Fusion, students work collaboratively to explore a variety of culturally diverse dishes inspired by cuisines from around the world. They plan, devise, produce and evaluate food while learning about the cultural origins of different cuisines and the influence of multicultural food traditions in Australia, linking practical food work with broader cultural understanding. Students develop their skills through kitchen induction, hygiene and safety, a range of practical cooking experiences, practical reporting and food design tasks. Through these experiences, they build confidence in preparation, teamwork and evaluation, while developing a stronger appreciation of how food connects with culture, identity, tradition and the movement of ideas and practices across communities.

In Year 9 Eat. Design. Create., students work collaboratively to explore modern food culture and contemporary food trends. They investigate factors that influence food choices and use practical and investigative learning to examine the role of food in everyday life. Students engage in research and investigation tasks as well as practical experiences in selecting, preparing and designing a diverse range of foods. Through kitchen induction, hygiene and safety, a range of practical cooking experiences, practical reporting and food design tasks, they build confidence in cooking, planning and evaluation while deepening their understanding of modern food culture.

In Year 9 TechX, students explore coding, electronics, automation and digital technologies through practical investigations and collaborative challenges. The course is shaped by student interests and emerging technologies, allowing students to help guide projects and areas of focus each semester. Students build creativity, computational thinking and problem solving skills while experimenting with programming, electronic systems and digital design processes. Through hands on learning experiences, students develop confidence in creating, testing and refining technology based solutions in real world contexts.

KEY LEARNINGS

• •

•

Global Cuisines Migration and Multicultural Influences on Food in Australia Food Preparation Techniques from Around the World

•

Marketing and Styling Food Exploring What Influences Our Food Choices Food Innovation and Product Design Convenience Foods and Changing Lifestyles Sustainability and Ethical Food Practices

KEY LEARNINGS • • • • •

Programming and Coding Electronics and Circuits Automation Systems Digital Design Processes Problem Solving and Innovation

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SUBJECT SELECTIONS > YEAR 9

ADDITIONAL OFFERINGS • • • • • • • • • • • • •

9 German

9 Side Hustle

9 History Comes Alive

SUBJECT DESCRIPTION

In Year 9 German, students further develop their ability to speak, understand and write German while exploring deeper cultural aspects of German-speaking countries. They extend their language skills through topics such as travel, food, sport and health, and build greater confidence in using German for spoken, written and interpretive purposes.

In Year 9 Side Hustle, students have the opportunity to turn their personal passions into real world business ventures that they can launch and grow while still at school. Through the Future Anything Activate program, they explore what makes a successful entrepreneur, identify their own strengths and interests, and generate side hustle ideas with genuine purpose and real customer focus.

In Year 9 History Comes Alive, students explore the lives and legacies of significant historical figures through research, creativity and performance. By investigating the historical context, achievements, challenges and influence of individuals from the past, students develop an understanding of how people shape societies and how history can be interpreted and communicated in engaging ways.

Students read and analyse a variety of texts, from menus to travel diaries, and create their own texts, make oral presentations, and learn grammatical principles. They also compare and contrast cultural information, strengthening both communication and intercultural understanding. KEY LEARNINGS • • • •

Investigate German Tourist Destinations German Cuisine and Fast Foods Soccer and Other Sports Grammatical Principles

Students test, refine and prototype their concepts, develop marketing and branding strategies, and build a viable business ready for presentation. The subject culminates in a public expo where students pitch their side hustles, ready to run, scale or evolve beyond the classroom. Through entrepreneurship, ideation, market insight, branding and launch planning, students develop initiative, communication, teamwork and creative risk taking.

The unit culminates in the creation of a Living People Museum, where students embody their chosen historical figure through costumes, artefacts, displays and presentations for an audience. Through this hands-on and immersive experience, students strengthen historical inquiry, research, source analysis, communication and interpretation skills while developing empathy and a deeper connection to the past.

KEY LEARNINGS

• • • • •

• • • •

Entrepreneurship Ideation and Refinement Customer and Market Insight Branding and Marketing Business Launch and Pitching

Historical Inquiry and Research Skills Analysing Primary and Secondary Sources Historical Empathy and Perspective Taking Creative Communication and Presentation Skills

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SUBJECT SELECTIONS > YEAR 9

ADDITIONAL OFFERINGS • • • • • • • • • • • • •

9 Investigating Agriculture

9 High Performance Sport

SUBJECT DESCRIPTION

In Year 9 Investigating Agriculture, students learn about farming practices through a hands-on introduction to the diverse industries. Through project-based learning, students build curiosity, critical thinking, and problem-solving skills in authentic, real-world contexts. Students explore key sectors such as the seafood and dairy industries.. They also examine how plants are produced through practical experiences and using trial plots, aquaponics, and hydroponics systems.

In Year 9 High Performance Sport, students extend their skills and understanding through competitive, physically demanding and performance-focused activities. They explore introductory high-performance concepts, including fitness testing, training principles, strength and conditioning, nutrition, recovery, goal setting and performance analysis. Students refine specialised movement skills and apply advanced strategies and decisionmaking in a range of sporting contexts. Through practical training and competition, they develop resilience, leadership, teamwork and personal accountability while learning how preparation, feedback and consistent effort contribute to improved performance. This subject is suited to students who enjoy Physical Education, welcome physical challenge and are motivated to improve their sporting performance.

Students also explore questions such as how food is produced, how animals are cared for on farms, and how farming businesses compare with other types of businesses. Through collaborative work, communication, reflection and practical investigation, students develop knowledge, capabilities and a clearer understanding of agriculture as a local industry and a vital part of community life.

KEY LEARNINGS KEY LEARNINGS • • • • •

Explore Local Agricultural Industries Hands on Farming and Food Production Aquaponics, Hydroponics and Traditional Growing Systems Develop Problem Solving, Collaboration and Critical Thinking Through ProjectBased Learning Examine How Farming Enterprises Operate

• • • • • •

Fitness Components Training Principles Performance Analysis Sport Psychology Game Strategies Leadership and Teamwork

9 Outdoor Adventure and Recreation SUBJECT DESCRIPTION In Year 9 Outdoor and Recreation, students participate in a range of enjoyable physical activities beyond traditional Physical Education settings. The subject combines elements of Outdoor Education, sport and recreation, with an emphasis on participation, personal challenge and positive experiences in natural and community environments. Students may engage in local excursions such as bushwalking, navigation, cycling, aquatic activities, recreational games and communitybased recreation. They develop practical skills in planning, teamwork, leadership, risk awareness and responsible decision-making while building confidence and an appreciation of the outdoors. This subject is suited to students who enjoy being active in a social, practical and less competitive environment. KEY LEARNINGS • • • • • •

Outdoor Adventure Navigation Recreational Activities Safety Personal Challenge Leadership and Teamwork

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The Senior Years | Forging future pathways In Years 10 to 12 at St Martins Lutheran College, students are supported to prepare for life beyond school through flexible and personalised learning pathways.

• • • • • • • • • • • • •

Students are encouraged to explore their interests, strengths and future goals through a broad range of subject choices, SACE pathways, Vocational Education and Training (VET), workplace learning, university preparation and community learning opportunities.

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SACE | Learning at the Pace of Change The South Australian Certificate of Education (SACE) is an internationally recognised qualification designed to equip students with the knowledge, skills and capabilities required for further study, employment and life beyond school. At St Martins Lutheran College, students are supported to find pathways that reflect their interests, strengths and future aspirations. • • • • • • • • • • • • •

The SACE provides opportunities for students to combine school-based subjects with Vocational Education and Training (VET), community learning, university studies and other recognised learning experiences. Students demonstrate their learning through a range of assessment types including investigations, performances, practical applications, projects and examinations. SACE assessment is completed across two stages: • Stage 1, generally undertaken in Year 11 • Stage 2, generally undertaken in Year 12 Most students begin their SACE journey in Year 10 through the completion of Exploring Identities and Futures (EIF), allowing students to begin considering future pathways, personal strengths and learning goals. At St Martins, Year 11 students typically undertake six subjects each semester, while Year 12 students study a minimum of four full year subjects. Students may also have opportunities to engage in additional recognised learning pathways where appropriate or accelerate selected SACE subjects. Please see the Inclusion policy, available on the St Martins Lutheran College website, for further information regarding acceleration. To achieve the SACE, students must successfully complete 200 credits of learning. Credits are gained through the successful completion of subjects and recognised learning experiences. All Stage 2 subjects include an externally assessed component worth 30% of the final grade, which may include examinations, performances, investigations or other external assessments. 2027 Curriculum Handbook

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SACE SACE at St Martins • • • • • • • • • • • • •

St Martins offers a broad range of SACE subjects and pathway options designed to support diverse student interests, strengths and post school goals. All SACE subjects are developed and quality assured by the SACE Board of South Australia and are assessed using statewide performance standards. The compulsory requirements of the SACE include: • Exploring Identities and Futures (EIF) - 10 Stage 1 credits • Literacy requirement - minimum 20 Stage 1 credits • Numeracy requirement - minimum 10 Stage 1 credits • Activating Identities and Futures (AIF) - 10 Stage 2 credits • A minimum of 60 additional credits at Stage 2 • An overall total of at least 200 SACE Credits COMPULSORY SACE COMPONENTS • Exploring Identities and Futures (EIF) is generally completed during Year 10. This subject supports students to explore their identity, interests, capabilities and future aspirations while developing skills in reflection, inquiry and self-directed learning. • Activating Identities and Futures (AIF) is a compulsory Stage 2 subject completed during either Year 11 or Year 12. AIF supports students to take increasing ownership of their learning through the exploration, development and application of an area of personal interest connected to future pathways and capabilities. • Students must achieve a grade of C or higher in 20 Stage 1 English credits to meet their Literacy requirement. • Students must achieve a grade of C or higher in 20 Stage 1 Maths credits which meets their Numeracy requirement. • Students must achieve a grade of C or higher for Stage 1 EIF. • Students must achieve a grade of C- or higher for Stage 2 subjects, including AIF. STUDENTS ONLINE AND FURTHER INFORMATION STUDENTS ONLINE Students Online is a one-stop shop for information about an individual student’s SACE. Students can: • Plan their SACE and look at different subject, or subject and course combinations. • Check their progress towards completing their SACE. • Access their results Further information about the SACE can be found at SACE Board of South Australia

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The SACE Planner

Compulsory Stage 1 Compulsory Stage 1 and Stage 2 Compulsory Stage 2 Choice of Subjects and or courses (Stage 1 and/or Stage 2)

Exploring Identities and Futures = 10 credits

• • • • • • • • • • • • •

Credits 10 Subtotal

Subtotal

10 Subtotal

Literacy = 20 credits Choose from a range of English subjects or courses

Numeracy = 20 credits Choose from a range of Mathematics subjects or courses

Stage 2 subjects or courses = 60 credits

Activating Identities and Futures = 10 credits Additional choices = 90 Credits Choose from a range of Stage 1 and Stage 2 subjects and courses

Subtotal

Total

200

Students must achieve a grade of C or higher to meet Stage 1 requirements and a grade of C- or higher to meet Stage 2 requirements to complete the SACE. 2027 Curriculum Handbook

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Alternate Education Pathways COMPREHENSIVE SACE PATHWAYS St Martins Lutheran College is committed to providing a wide range of pathway options to support students in successfully completing their SACE. Each student’s program is designed to be achievable, personalised and aligned with their future aspirations, interests and career goals. • • • • • • • • • • • • •

Students work closely with the SACE Leader, Future Pathways Leader and other relevant staff members when selecting Stage 1 and Stage 2 subjects. Students and families are encouraged to engage in detailed discussions with College staff to ensure subject selections and pathway choices are appropriate, and balanced, and supportive of future study, training or employment opportunities. For further information or to discuss available SACE pathway options, please contact the SACE Leader, Future Pathways Leader, VET Coordinator or Head of Learning, Teaching and Innovation (R-12). VOCATIONAL EDUCATION AND TRAINING (VET) IN THE SACE Students in Years 11 and 12 may choose to undertake a Vocational Education and Training (VET) course as part of their SACE. VET allows students to gain nationally recognised qualifications while developing practical workplace skills and industry experience within their chosen field. Students interested in undertaking a VET course must meet with the VET Coordinator to discuss suitability and pathway alignment. As part of the subject selection process, students are required to nominate VET as a subject choice and complete an Expression of Interest (EOI) form alongside their Subject Selection Form. Course availability and approval are subject to review processes, student suitability and provider availability. Many VET courses are delivered off campus. Students are responsible for arranging transport to and from the training location and for maintaining progress in any missed schoolwork. Depending on the course, students may also be required to complete additional application processes, interviews or literacy and numeracy assessments. VET students may apply for a line of ‘Study’ at subject selection to support them in managing workload. SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS Students may also combine their SACE studies with a part time apprenticeship or traineeship. Learning completed through a school based apprenticeship or traineeship (SBAT) contributes towards SACE completion while allowing students to gain valuable industry experience and employment skills. Students undertaking this pathway generally have a negotiated timetable and reduced subject load to support workplace commitments. Students interested in this option must meet with the VET Coordinator to discuss suitability, requirements and pathway planning. FLEXIBLE LEARNING OPTIONS St Martins Lutheran College may also offer flexible learning options for students who may require alternative pathways to complete their SACE. These may include community studies, alternate timetables, university studies, SACE completion over three years and other personalised learning opportunities.

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Beyond St Martins

• • • • • • • • • • • • •

POST-SCHOOL OPTIONS When planning a SACE pathway, it is important for students to consider their interests, strengths and possible pathways beyond school. There are many options available after Year 12, including university, vocational education and training, apprenticeships, traineeships, employment and further specialised study. Many career pathways involve some form of ongoing education or training, ranging from certificate level qualifications, including trade pathways through to undergraduate and postgraduate university degrees. As students plan their SACE, it is important to carefully consider any future study requirements, including subject prerequisites, assumed knowledge and entry requirements. Students who are still exploring future possibilities are encouraged to select subjects that keep a broad range of options open. HIGHER EDUCATION The South Australian Tertiary Admissions Centre (SATAC) manages applications and offers for university courses in South Australia. SATAC provides a range of helpful publications and resources to support students and families in understanding tertiary entry processes, university pathways and admission requirements. Students considering university study are strongly encouraged to review the SATAC Tertiary Entrance Booklet relevant to their year of graduation. This publication includes important information regarding SACE completion requirements, tertiary admission procedures, the Australian Tertiary Admission Rank (ATAR), scaling, prerequisites and assumed knowledge for university courses. Further information can be accessed through SATAC Publications AUSTRALIAN TERTIARY ADMISSION RANK (ATAR) The ATAR is the most commonly used mechanism for Year 12 Students to enter undergraduate higher education courses in Australia. The ATAR is not a score, but a rank that compares a student’s overall academic achievement against other Year 12 students across Australia. To receive an ATAR, students must first qualify for the SACE and obtain a university aggregate. The university aggregate is calculated by combining the scaled scores from a student’s best 90 credits of Stage 2 study. To be eligible for a university aggregate, students must: • Qualify for the SACE. • Follow SATAC rules relating to precluded combinations and counting restrictions. • Complete at least 90 credits of study at Stage 2, with at least 60 credits derived from 20 credit TAS subjects.

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Beyond St Martins

• • • • • • • • • • • • •

ADJUSTMENT FACTORS South Australian universities may apply adjustment factors to support equitable access to tertiary study. Adjustment factors are applied through two schemes: • Universities Equity Scheme – up to 5 points, including school based and individual adjustment categories. • Universities Language, Literacy and Numeracy Scheme – up to 4 points. A university aggregate can be adjusted by a maximum of 9 points. SATAC applies these adjustment factors to a student’s university aggregate to create a selection rank, which is then used by universities when making course offers. Please note that students attending St Martins Lutheran College are not eligible for the Universities Equity Scheme school-based adjustment points. Students and families are encouraged to review the SATAC website to determine eligibility for individual adjustment factors and to access the most up to date information regarding adjustment schemes and selection ranks. INTERSTATE AND INTERNATIONAL UNIVERSITIES Students considering interstate or international university pathways are encouraged to undertake thorough research and contact institutions directly to confirm admission requirements, prerequisites and application processes. Interstate universities may have different entry requirements, prerequisite subjects and selection processes.

SUBJECT SELECTIONS • Year 7 • Year 8 • Year 9 • Year 10 • Year 11 • Year 12

Please note that Stage 2 English subjects, such as SACE English or English Literary Studies, are minimum tertiary entry requirements for undergraduate courses at Victorian universities. Information regarding Victorian tertiary pathways can be found through the Victorian Tertiary Admissions Centre (VTAC)

LEARNING AREAS • Christian Studies • English • Mathematics • Science • Humanities and Social Sciences • Health and Physical Education • Technologies • The Arts • Languages • Cross Curricular

Applications to TAFE SA are completed online, with application dates varying between courses and qualifications. Students considering study through another RTO are encouraged to contact the provider directly to confirm admission requirements and course information. Further information can be accessed through TAFE SA

VOCATIONAL EDUCATION AND TRAINING Students may also pursue vocational education and training pathways through TAFE SA or other Registered Training Organisations (RTOs). SACE completion meets the Course Admission Requirements (CARs) for many TAFE SA courses, although some qualifications may have additional entry requirements or prerequisite studies.

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Year 10 Course Overview • • • • • • • • • • • • •

Year 10 at St Martins Lutheran College is an important transition year as students begin preparing for senior school and future SACE pathways. Students continue to engage in a broad and balanced curriculum while being provided with increased opportunities for specialisation. Learning experiences encourage students to develop critical thinking, creativity, collaboration and problem-solving skills through a combination of explicit teaching, inquiry learning and practical application. Alongside core subjects, students select semester electives that allow them to explore personal interests, strengths and potential career pathways. A key feature of Year 10 is the introduction of SACE Stage 1 Exploring Identities and Futures (EIF), which supports students to reflect on their identity, interests, strengths and aspirations while beginning to plan future learning and career pathways. Some students may also have opportunities to begin selected Stage 1 subjects as part of a personalised pathway. Christian Studies, Pastoral Care and Community Connect continue to support student wellbeing, faith development and connection within the College community as students prepare for the increased responsibilities and opportunities of senior school. Students are required to select: • One English course for each semester (students may choose different English courses) • One Mathematics course for each semester (students may choose from different Mathematics courses) • One Science course for each semester (students may choose from different Science courses) • Three semester-long free choice elective subjects History, Health and Physical Education, Christian Studies, Pastoral Care and Community Connect are completed within core classes. Students should carefully consider their interests, strengths and future pathways when selecting subjects. Mathematics, Science and English teachers can provide guidance regarding the most appropriate pathway based on student achievement and future goals. Subject selections will be reviewed to ensure students are enrolled in courses suited to their capabilities and pathway aspirations.

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SUBJECT SELECTIONS > YEAR 10

Year 10 Curriculum Offerings • • • • • • • • • • • • •

Core Subjects

Elective Subjects (Semester Length)

English

The Arts

Semester 1

Visual Art - Global Art Studio

Game On!: English through Sport

Visual Art - Design

Hollywood & Beyond

Visual Art - Drawing and Painting

Tomorrow’s Tales: Dystopian Worlds

Filmmaking and Animation

Dead Authors Society

Photography

Semester 2

Drama

Voices for Justice: Literature and the Law

Music - Got the Gig

Hashtags and Headlines: The Power of Words Crime Scenes and Clues Frame by Frame

Technologies Design Technology - Metalwork Design Technology - Woodwork

Mathematics

Food Technology - The Whole Plate

Essential Mathematics (Stage 1)

Food Technology - Brunch Club

General Mathematics

Digital Technology - TechX

Mathematical Methods Languages Science

German

Science Scientific Studies (Stage 1)

Additional Offerings Outdoor Education - South East Discovery

Humanities and Social Sciences

Investigating Agriculture

History

Crime, Power and Justice Psychology - Living Your Best Life

Health and Physical Education Health and Physical Education Cross Disciplinary Exploring Identities and Futures (Stage 1)

Students may also have opportunities to undertake selected Stage 1 subjects as part of a personalised pathway program. Please refer to the Inclusion Policy, available on the College Website, for further information. 2027 Curriculum Handbook

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Year 11 Course Overview • • • • • • • • • • • • •

Year 11 at St Martins Lutheran College marks the beginning of formal SACE studies and provides students with increased independence, responsibility and choice within their learning pathway. Students typically undertake six subjects each semester, allowing them to explore areas of interest while building the knowledge, skills and capabilities required for future study, training and employment pathways. Students engage in Stage 1 SACE subjects across a broad range of learning areas, with opportunities to personalise their pathway through elective choices, Vocational Education and Training (VET), community learning and other flexible learning options. Learning experiences encourage students to develop critical thinking, collaboration, communication and self-management skills through a combination of explicit teaching, inquiry learning and practical application. Year 11 is an important time for students to refine future pathway plans and prepare for the expectations of Stage 2 studies. Christian Studies, Pastoral Care and Community Connect continue to support student wellbeing, faith development and connection within the College community as students navigate the increasing academic and personal responsibilities of senior school.

SUBJECT SELECTIONS • Year 7 • Year 8 • Year 9 • Year 10 • Year 11 • Year 12

Students are required to study: • An English course for each semester • A Mathematics course for at least one semester (unless Stage 1 Mathematics has already been completed in Year 10) • Activating Identities and Futures (AIF) in Semester 2 of Year 11 (unless intending to complete in Semester 1 of Year 12) • Subjects across six timetable lines for each semester • Christian Studies - Spiritualities, Religion and Meaning (unless intending to enrol in VetaMorphus)

Students should carefully consider their interests, strengths and future pathways when selecting subjects. Students aiming for an ATAR are encouraged to discuss pathway requirements, prerequisites and recommended subjects with teachers, the SACE Leader and Future Pathways staff. Subject selections will be reviewed to ensure students are enrolled in courses suited to their capabilities and future goals.

Christian Studies, Pastoral Care and Community Connect are completed within core classes.

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SUBJECT SELECTIONS > YEAR 11

Year 11 Curriculum Offerings English

• • • • • • • • • • • • •

The Arts

Stage 1 Essential English

Stage 1 Visual Arts - Art

Stage 1 English

Stage 1 Visual Arts - Design Stage 1 Creative Arts

Mathematics

Stage 1 Drama

Stage 1 Essential Mathematics

Stage 1 Music - Experience or Advanced

Stage 1 General Mathematics

Stage 1 Photography and Film

Stage 1 Mathematical Methods Stage 1 Specialist Mathematics

Technologies Stage 1 Material Solutions - Woodwork

Science

Stage 1 Material Solutions - Metalwork

Stage 1 Biology

Stage 1 Food and Hospitality

Stage 1 Chemistry Stage 1 Physics

Languages

Stage 1 Psychology

Stage 1 German (Continuers)

Stage 1 Nutrition Stage 1 Earth and Environmental Science

Christian Studies

Stage 1 Physics - Trade Pathway

Spiritualities, Religion and Meaning Veta Morphus

Humanities and Social Sciences Stage 1 Ancient Studies

Additional Options

Stage 1 Modern History

Stage 2 Activating Identities and Futures (AIF)

Stage 1 Legal Studies

Stage 1 Workplace Practices

Stage 1 Geography

Stage 1 Community Studies

Stage 1 Business Innovation

Vocational Education and Training (VET) Courses

Stage 1 Tourism

School Based Apprenticeships and Traineeships (SBAT)

Health and Physical Education Stage 1 Health and Wellbeing Stage 1 Outdoor Education Stage 1 Physical Education Stage 1 Child Studies

Students may also have opportunities to undertake selected Stage 2 subjects as part of a personalised pathway program. Please refer to the Inclusion Policy, available on the College Website, for further information. 2027 Curriculum Handbook

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Year 12 Course Overview • • • • • • • • • • • • •

Year 12 at St Martins Lutheran College is the final stage of secondary schooling and focuses on supporting students to successfully complete their SACE, while preparing for life beyond school. Students undertake a minimum of four full year Stage 2 subjects, allowing them to specialise in areas aligned with their interests, strengths and future pathways. Stage 2 studies provide opportunities for students to deepen subject knowledge, strengthen independent learning skills and apply critical and creative thinking in increasingly complex contexts. Students may also personalise their pathway through Vocational Education and Training (VET), community learning, university pathways and other flexible learning opportunities. Throughout Year 12, students are encouraged to take increasing ownership of their learning while developing the confidence, resilience and adaptability required for further study, employment and adult life. Pastoral Care, Community Connect and the Christian Studies Retreat Series continue to support student wellbeing, faith development and connection within the College community during this important stage of transition. Students are required to select: • A minimum of four full year Stage 2 subjects • Activating Identities and Futures (AIF) (unless completed in Year 11) • Subjects aligned with SACE completion and future pathway requirements Christian Studies Retreat Series, Pastoral Care and Community Connect are completed within the core Year 12 program, and all students complete and participate in these programs. Students should carefully consider future study, training and career pathways when selecting Stage 2 subjects. Students aiming for an ATAR are encouraged to discuss prerequisite subjects, assumed knowledge and university requirements with teachers, the SACE Leader and Future Pathways staff. Subject selections will be reviewed to ensure students are enrolled in courses suited to their capabilities and future goals.

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SUBJECT SELECTIONS > YEAR 12

Year 12 Curriculum Offerings English

• • • • • • • • • • • • •

The Arts

Stage 2 Essential English

Stage 2 Visual Arts - Art

Stage 2 English

Stage 2 Visual Arts - Design

Stage 2 English Literary Studies

Stage 2 Creative Arts

Mathematics

Stage 2 Music

Stage 2 Essential Mathematics

Stage 2 Photography and Film

Stage 2 Drama

Stage 2 General Mathematics Stage 2 Mathematical Methods

Technologies

Stage 2 Specialist Mathematics

Stage 2 Food and Hospitality Stage 2 Material Solutions

Science Stage 2 Biology

Languages

Stage 2 Chemistry

Stage 2 German (Continuers)

Stage 2 Physics Stage 2 Psychology Stage 2 Nutrition

Health and Physical Education Stage 2 Health and Wellbeing Stage 2 Integrated Learning - Physical Education

Humanities and Social Sciences

Stage 2 Outdoor Education

Stage 2 Ancient Studies

Stage 2 Child Studies

Stage 2 Modern History Stage 2 Legal Studies

Additional Offerings

Stage 2 Geography

Stage 2 Activating Identities and Futures (AIF)

Stage 2 Business Innovation

Stage 2 Workplace Practices

Stage 2 Tourism

Stage 2 Community Studies Vocational Education and Training (VET) Courses School Based Apprenticeships and Traineeships (SBAT) University and TAFE pathways

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LEARNING AREAS > CHRISTIAN STUDIES

CHRISTIAN STUDIES • • • • • • • • • • • • •

Year 10

Year 11

Year 12

Christian Studies

Spiritualities, Religion and Meaning Veta Morphus

Christian Studies - Retreat Series

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LEARNING AREAS > CHRISTIAN STUDIES

Christian Studies

10 Christian Studies • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Christian Studies, students investigate Christianity, biblical texts and spiritual inquiry while developing the skills to reflect on their own beliefs, values and perspectives. Christian Studies explores the worlds of religion and spirituality, recognising their significance across cultures and communities. Through discussion, inquiry and reflection, students build biblical literacy and explore how faith, identity and meaning shape individuals and the world around them.

•

This subject leads to: • Stage 1 Spiritualities, Religion and Meaning • Veta Morphus (VET Program)

• • •

Christian Beliefs - God, as creator and sustainer Christian Church - The Bible as God’s inspired word Christian Living - Living in relationship with God, self and others. Christianity in the World - Religious beliefs how they influence

COST No additional costs anticipated

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LEARNING AREAS > CHRISTIAN STUDIES

Christian Studies

Stage 1 Spiritualities, Religion and Meaning • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Spiritualities, Religion and Meaning, students explore how spirituality and religion shape meaning, identity, belonging and human experience. Through inquiry and reflection, students investigate big ideas, beliefs, values and perspectives connected to spiritual and religious traditions. Students critically engage with questions about purpose, ethics, community and the transcendent while developing intercultural understanding, reflective thinking and respectful dialogue skills.

• • • • •

This subject leads to: • Year 12 Christian Studies Retreat Series

•

Growth, Belonging and Flourishing Community, Justice and Diversity Story, Visions and Futures Questions of Evil and Suffering Spiritualities, Religions and Ultimate Questions Life, the Universe and Integral Ecology

COST No additional costs anticipated

ASSESSMENT • • • •

Representation task 1 - 20% Representation task 2 - 20% Connections task - 30% Issues investigation - 30%

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LEARNING AREAS > CHRISTIAN STUDIES

Christian Studies

Veta Morphus • • • • • • • • • • • • •

SACE CREDITS Up to 70 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

IMPORTANT ADDITIONAL INFORMATION

ASSESSMENT

In Veta Morphus, students engage in a nationally recognised VET pathway that combines Christian leadership, theology, service, and personal development. Students deepen their understanding of the Bible and explore how Christian faith can be applied in everyday life through discussion, reflection, mentoring, and practical ministry experiences. The course supports students to develop leadership capabilities, cultivate Christ-like character, and actively contribute to their communities through meaningful service opportunities.

Students are required to independently coordinate and complete two service ministries - one of 18 hours and another of 40 hours, outside of the College. Students are also required to coordinate 10 hours of mentoring, over a minimum of 7 sessions. It is desirable that students are already participating in a Christian Community.

•

Students complete service ministries, mentoring activities, and participate in compulsory retreats held throughout the year at various locations across South Australia. As a VET course, Veta Morphus attracts SACE credits differently, currently equating to up to 70 Stage 2 credits. Upon successful completion, students receive a nationally recognised Certificate III in Christian Ministry and Theology.

• • • •

•

Assessment will be externally assessed through Veta Youth’s online management system, Canvas. All competencies must be completed to receive a Certificate III in Christian Ministry and Theology.

CURRICULUM PATHWAYS KEY LEARNINGS •

Ministry Placement (58 Hours Outside School Time) Peer Groups (Lessons During School) Mentoring (10 Hours Outside School Time) Retreats (3 Weekends Over the Year) Bible Engagement (84 Readings with Journals Outside School Time)

This subject leads to: • Year 12 Christian Studies Retreat Series COST As a VET course, the College will subsidise 50% of the course fees, in alignment with the Alternative Educational Pathways Policy. This brings the cost to families approximately $1000 (if numbers are sufficient for the College to provide a supervisor) or $1300 (if an external Peer Group Supervisor is required)

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LEARNING AREAS > CHRISTIAN STUDIES

Christian Studies

12 Christian Studies - Retreat Series • • • • • • • • • • • • •

SACE CREDITS Compulsory (0 Credits)

DURATION Retreats

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

The Year 12 Christian Studies course is delivered through a series of retreats, which allow students to explore Christian beliefs and their real-world application. These retreats foster spiritual growth, ethical decisionmaking, and community involvement, providing students with opportunities for reflection, service, and leadership development. The course integrates the values of St Martins Lutheran College - faith, compassion, respect, growth, encouragement, and hope - into its activities. Students are encouraged to live with purpose, integrity, and a commitment to serving others, deepening their understanding of their faith in the process.

Topics may include: • Key Christian Beliefs, Including God, Jesus Christ, and the Trinity • Study of Christian Church History, Denominations, and Ecumenical Understanding • Leadership and Teamwork Through FaithBased Service • Christian Ethics in Action and Faith-Based Decision-Making • Reflection on Christian Living and Personal Identity • Dialogue with Diverse Worldviews and Global Christian Perspectives

No additional costs anticipated

Participation in all retreat days is compulsory.

While students record their reflections in a personal journal throughout the year, there is no summative or graded assessment for this retreat series.

ASSESSMENT

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LEARNING AREAS > ENGLISH

ENGLISH • • • • • • • • • • • • •

Year 10

Year 11

Year 12

Game On! English through Sport Hollywood & Beyond Tomorrow’s Tales - Dystopian Worlds Dead Authors Society Voices for Justice - Literature and the Law Hashtags and Headlines - The Power of Words Crime Scenes and Clues Frame by Frame

Stage 1 English Stage 1 Essential English

Stage 2 English Stage 2 Essential English Stage 2 English Literary Studies

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LEARNING AREAS > ENGLISH

English

10 Game On! English Through Sport • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 1

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 English: Game On! English Through Sport, students explore how sport reflects culture, identity and society through a range of spoken, written, and multimodal texts. Students engage with, interpret, evaluate, and create texts with a sports focus while developing skills in analysis, communication and creative expression. Through examining media, storytelling, and representation in sport, students build an understanding of how language shapes perspectives and influences audiences.

• • • • •

This subject leads to: • Stage 1 English • Stage 1 Essential English

Film Study Oral Presentations Short Text Analysis Creative Writing Media Types

COST No additional costs anticipated

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LEARNING AREAS > ENGLISH

English

10 Hollywood & Beyond • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 1

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 English: Hollywood & Beyond, students explore screenwriting and the elements of visual storytelling through film and media texts. Students analyse how stories and groups are represented on screen while engaging with, interpreting, evaluating, and creating a range of spoken, written and multimodal texts. Through analysing film techniques, narrative structure and character development, students develop creative, analytical, and communication skills.

• • • • •

This subject leads to: • Stage 1 English • Stage 1 Essential English

Film Study Oral Presentations Creative Writing Media Types Drama Study

COST No additional costs anticipated

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LEARNING AREAS > ENGLISH

English

10 Tomorrow’s Tales - Dystopian Worlds • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 1

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 English: Tomorrow’s Tales Dystopian Worlds, students explore how dystopian fiction examines ideas about society, control, rebellion, and freedom. Students analyse how authors use setting, character and narrative to reflect fears and perspectives while engaging with, interpreting, evaluating, and creating a range of texts. Through the study of dystopian worlds, students develop critical thinking skills and explore how texts challenge audiences to reflect on contemporary issues.

• • • • •

This subject leads to: • Stage 1 English • Stage 1 Essential English

Film Study Oral Presentations Novel or Short Text Study Creative Writing Media Types

COST No additional costs anticipated

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LEARNING AREAS > ENGLISH

English

10 Dead Authors Society • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 1

MINIMUM ENTRY RECOMMENDATION A grade of B or higher in Year 9 English

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 English: Dead Authors Society, students engage with classic literature, including authors such as Shakespeare and George Orwell, to explore enduring themes and ideas. Students engage with, interpret, evaluate, and create a range of spoken, written and multimodal texts while developing analytical, and creative thinking skills. Through examining influential literary works, students build an understanding of how literature reflects society, human experiences, and changing perspectives over time.

• • • • • •

This subject leads to: • Stage 1 English • Stage 1 Essential English • Stage 2 English Literary Studies

Film Study Oral Presentations Novel or Short Text Study Creative Writing Poetry Drama Study

This subject is recommended for students intending to study Stage 2 English Literary Studies COST No additional costs anticipated

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LEARNING AREAS > ENGLISH

English

10 Voices for Justice - Literature and the Law • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 2

MINIMUM ENTRY RECOMMENDATION A grade of B or higher in Year 9 English

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 English: Voices for Justice - Literature and the Law, students explore classic and contemporary texts that examine themes of justice, prejudice, and courage. Students analyse how narrative and character development can inspire change while engaging with, interpreting, evaluating and creating a range of texts. Through exploring ethical issues and social perspectives, students develop critical thinking and communication skills while considering the power of literature to shape understanding and challenge injustice.

• • • • • •

This subject leads to: • Stage 1 English • Stage 1 Essential English • Stage 2 English Literary Studies

Film Study Oral Presentations Novel or Short Text Study Creative Writing Media Types Poetry

This subject is recommended for students intending to study Stage 2 English Literary Studies COST No additional costs anticipated

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LEARNING AREAS > ENGLISH

English

10 Hashtags and Headlines - The Power of Words • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 English: Hashtags and Headlines The Power of Words, students explore media, persuasion, and the power of language to shape opinion and influence audiences. Students engage with, interpret, evaluate, and create a range of spoken, written and multimodal texts while examining how language is used across different media forms. Through analysing contemporary media and communication, students develop an understanding of how language can inform, persuade and influence public perspectives.

• • • • •

This subject leads to: • Stage 1 English • Stage 1 Essential English

Oral Presentations Short Text Analysis Creative Writing Media Types Poetry

COST No additional costs anticipated

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LEARNING AREAS > ENGLISH

English

10 Crime Scenes and Clues • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 English: Crime Scenes and Clues, students explore crime fiction and investigate how suspense, narrative structure, and characterisation are used to engage audiences. Students engage with, interpret, evaluate, and create a range of texts, including opportunities to develop their own crime fiction writing. Through analysing mysteries, investigations, and storytelling techniques, students develop creative, analytical and communication skills, while exploring how authors build tension and meaning.

• • • • • •

This subject leads to: • Stage 1 English • Stage 1 Essential English

Film Study Oral Presentations Novel or Short Text Study Creative Writing Media Types Drama Study

COST No additional costs anticipated

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LEARNING AREAS > ENGLISH

English

10 Frame by Frame • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 English: Frame by Frame, students explore how graphic novels communicate complex stories through visual and verbal language. Students analyse the deeper meaning of texts and engage with, interpret, evaluate, and create a range of spoken, written and multimodal texts, including opportunities to create their own graphic narratives. Through studying visual storytelling and design, students develop creative and analytical skills while exploring how images and language work together to shape meaning.

• • • • •

This subject leads to: • Stage 1 English • Stage 1 Essential English

Oral Presentations Novel or Short Text Study Creative Writing Media Types Film Study

COST No additional costs anticipated

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LEARNING AREAS > ENGLISH

English

Stage 1 English • • • • • • • • • • • • •

SACE CREDITS 10 Credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 English, students explore the relationship between author, text and audience through the study of a range of literary and media texts. Students analyse how language choices, stylistic features and text structures shape meaning and influence audiences. Through responding to texts and creating imaginative, interpretive, analytical, and persuasive texts, students develop their critical thinking, communication, and analytical skills. Students engage with novels, film, poetry, drama, and media while developing their ability to express ideas with clarity and purpose.

•

This subject leads to: • Stage 2 English • Stage 2 English Literary Studies • Stage 2 Essential English

• •

Responding to Texts: Novel, Film, Media, Poetry, Short Prose and Drama Study Creating Texts: Narrative, Exposition, Recount, Media Text or Other Intertextual Study: Analysing the Relationships Between Texts or Demonstrating How Knowledge of Other Texts Has Influenced the Creation of Their Own Texts

COST No additional costs anticipated

ASSESSMENT • • •

Responding to texts Creating texts Intertextual study

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LEARNING AREAS > ENGLISH

English

Stage 1 Essential English • • • • • • • • • • • • •

SACE CREDITS 10 Credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Essential English, students develop the literacy and communication skills needed for everyday life, future study and the workplace. Students respond to and create a range of texts connected to personal, social, community, and vocational contexts. Through exploring novels, film, media, speeches and other texts, students build skills in communication, comprehension, analysis, and text creation. Students learn to communicate information, ideas and perspectives clearly and effectively while developing confidence in using language for practical and meaningful purposes.

•

This subject leads to: • Stage 2 Essential English

•

Responding to Texts: Novel, Film, Media, Speeches or Other Creating Texts: Narrative, Exposition, Recount, Oral Presentation or Other

Students who study Stage 1 Essential English are unable to select Stage 2 English or Stage 2 English Literary Studies.

ASSESSMENT COST • •

Responding to texts Creating texts

No additional costs anticipated

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LEARNING AREAS > ENGLISH

English

Stage 2 English • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION A grade of C or higher in Stage 1 English

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 English, students analyse the relationship between author, text, and audience while exploring how texts represent human experiences and perspectives. Students examine how language features, stylistic choices, and text conventions position audiences to respond to ideas and viewpoints. Through the study of contemporary and classic texts, students reflect on social, cultural, historical, and political influences and develop analytical, interpretive, and creative responses in written, oral, and multimodal forms.

•

No additional costs anticipated

• •

Responding to Texts: Novel Study, Drama Study, Film Study, or Other Creating Texts: Narrative, Oral Presentation, Media, or Other Comparative Essay

ASSESSMENT School Based Assessment • Responding to Texts (30%) • Creating Texts (40%) External Assessment • Comparative Analysis (30%)

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LEARNING AREAS > ENGLISH

English

Stage 2 Essential English • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION A grade of C or higher in Stage 1 English or Essential English

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Essential English, students respond to and create texts for a range of personal, social, cultural, community, and workplace contexts. Students explore how language choices shape meaning and influence audiences across written, oral, and multimodal texts. They develop communication, comprehension, and analytical skills while creating texts for different purposes and audiences. Students examine how language conventions and stylistic features are used in contemporary contexts and apply their learning through practical and real-world communication tasks.

•

Students may choose to purchase their own biographical text or use those available in the College Library

• •

Responding to Texts: Websites, Biographical Account, Film Study or Other Creating Texts: Feature Article, Persuasive Text, Instructional Text or Other Language Study: Focuses on the Use of Language by People in a Context Outside of the Classroom

ASSESSMENT School Based Assessment • Responding to Texts (30%) • Creating Texts (40%) External Assessment • Language Study (30%)

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LEARNING AREAS > ENGLISH

English

Stage 2 English Literary Studies • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION A grade of B or higher in Stage 1 English

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 English Literary Studies, students develop the critical thinking and analytical skills needed to interpret and respond to literary texts. Through shared and independent text study, students explore different perspectives, analyse literary techniques, and construct reasoned arguments supported by evidence. Students compare texts, examine themes and ideas, and create analytical and imaginative responses. The subject encourages deep engagement with literature and develops sophisticated communication and interpretation skills.

•

Approximate costs include purchasing a $35 workbook

• •

Responding to Texts: Novel Study, Film Study, Poetry, Short Texts Creating Texts: Narrative, Transformative Comparative Essay: Individual Comparative - Study of Two Texts (One from the Shared Text and One Independently Chosen by the Student)

ASSESSMENT School Based Assessment • Responding to Texts (50%) • Creating Texts (20%) External Assessment • Comparative Text Study (15%) • Critical Reading Examination (15%)

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LEARNING AREAS > MATHEMATICS

MATHEMATICS • • • • • • • • • • • • •

Year 10

Year 11

Year 12

General Mathematics Essential Mathematics (Stage 1) Mathematical Methods

Stage 1 General Mathematics Stage 1 Essential Mathematics Stage 1 Mathematical Methods Stage 1 Specialist Mathematics

Stage 2 General Mathematics Stage 2 Essential Mathematics Stage 2 Mathematical Methods Stage 2 Specialist Mathematics 2027 Curriculum Handbook

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LEARNING AREAS > MATHEMATICS

Mathematics

10 General Mathematics • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 General Mathematics, students develop mathematical skills and applications for everyday life. They explore mathematical concepts through practical problem solving and real-world applications. Students investigate areas including algebra, measurement, geometry, statistics, probability and trigonometry while developing analytical thinking and mathematical reasoning skills.

• • • •

This subject leads to: • Stage 1 General Mathematics • Stage 1 Essential Mathematics

• • • •

Expanding Linear Relationships Measurement Geometry Indices and Exponentials (Including Compound Interest) Statistics Pythagoras and Trigonometry Non-Linear Relationships Probability and Networks

COST No additional costs anticipated

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Mathematics

10 Essential Mathematics (Stage 1) • • • • • • • • • • • • •

SACE CREDITS 10 credits

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Essential Mathematics (Stage 1), students are offered the opportunity to develop their mathematical skills by applying mathematics in practical problem solving in everyday and workplace contexts. As a SACE subject, students will achieve 10 Stage 1 SACE credits for this subject. Students apply mathematical thinking to diverse settings including financial calculations, measurement, statistics and everyday problem solving. This subject provides an accessible pathway for students requiring additional support in numeracy while developing confidence and practical mathematical understanding relevant to future pathways and real-world situations.

• • • •

Students who complete Stage 1 Essential Mathematics have the option to study Stage 1 Essential Mathematics in Year 11, however, are unable to select Mathematics at Stage 2.

Calculations, Time, and Ratio Earning and Spending Investing Measurement

COST No additional costs anticipated

Please note: Students who transfer into this subject midway through this course of this year long course will be reported against the Australian Curriculum and will not earn SACE credits.

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Mathematics

10 Mathematical Methods • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION A grade of B or higher in Year 9 Mathematics

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Mathematical Methods, students develop higher level mathematical thinking through algebra, abstract reasoning and problem solving. Students investigate concepts including linear and non-linear relationships, trigonometry, statistics and exponentials while building analytical and mathematical modelling skills. This subject provides a strong foundation for future studies in Mathematical Methods and Specialist Mathematics. Mathematical Methods can lead to tertiary studies in areas such as economics, computer science and science.

• • • • • • • • •

This subject leads to: • Stage 1 Specialist Mathematics • Stage 1 Mathematical Methods

Expanding and Factorising Linear Relationships Measurement Geometry Indices and Exponentials (Including Surds) Statistics Pythagoras and Trigonometry Non-Linear Relationships Probability and Networks

COST No additional costs anticipated

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LEARNING AREAS > MATHEMATICS

Mathematics

Stage 1 General Mathematics • • • • • • • • • • • • •

SACE CREDITS 10 Credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION A grade of C or higher in Year 10 General Mathematics

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 General Mathematics, students extend their mathematical skills through practical problem-solving and real-world applications. Students investigate topics including measurement, finance, statistics, trigonometry, matrices, networks and linear and exponential relationships. Through mathematical investigations and application tasks, students learn to interpret information, identify patterns, make decisions and communicate mathematical reasoning. The subject develops students’ confidence in applying mathematics to a range of practical and meaningful contexts.

• • • • •

This subject leads to: • Stage 2 General Mathematics • Stage 2 Essential Mathematics

•

Investing and Borrowing Measurement Statistical Investigation Applications of Trigonometry Linear and Exponential Functions and Their Graphs Matrices and Networks

ASSESSMENT • •

COST An approved graphical calculator is required for this course. Approximate cost $270 via the College.

A minimum of two Skills and Applications Tasks per semester One Mathematical Investigation per semester

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LEARNING AREAS > MATHEMATICS

Mathematics

Stage 1 Essential Mathematics • • • • • • • • • • • • •

SACE CREDITS 10 Credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Essential Mathematics, students apply mathematical skills and understanding to practical problem-solving in everyday and workplace contexts. Students explore concepts including calculations, time, ratio, measurement, earning and spending, investing and data in context. Through realworld investigations and applications, students develop flexible and resourceful mathematical thinking while building confidence in using mathematics for personal, community and vocational purposes. The subject supports students in strengthening their numeracy skills through meaningful and practical learning experiences.

• • • •

Students who complete Stage 1 Essential Mathematics are unable to select Stage 2 Essential Mathematics

Calculations, Time, and Ratio Earning and Spending Investing Measurement

COST ASSESSMENT No additional costs anticipated • •

A minimum of two Skills and Applications Tasks A minimum of one Mathematical Investigation

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LEARNING AREAS > MATHEMATICS

Mathematics

Stage 1 Mathematical Methods • • • • • • • • • • • • •

SACE CREDITS 10 Credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION A grade of B or higher Year 10 Mathematical Methods

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Mathematical Methods, students develop increasingly sophisticated mathematical thinking through the study of algebra, functions, graphs, trigonometry, statistics and introductory calculus. Students explore mathematical relationships and learn to apply abstract concepts to both theoretical and practical situations. Through problemsolving and mathematical modelling, students strengthen their analytical reasoning and develop the skills needed to interpret and analyse complex information. The subject supports students who enjoy higher-level mathematical thinking and abstract problemsolving.

• • • • • •

This subject leads to: • Stage 2 General Mathematics • Stage 2 Mathematical Methods • Stage 2 Specialist Mathematics (requires a combination with Stage 2 Mathematical Methods)

Functions and Graphs Polynomials Trigonometry Counting and Statistics Growth and Decay Introduction to Differential Calculus

ASSESSMENT

COST

•

An approved graphical calculator is required for this course. Approximate cost $270 via the College.

•

A minimum of two Skills and Applications Tasks per semester One Mathematical Investigation per semester

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LEARNING AREAS > MATHEMATICS

Mathematics

Stage 1 Specialist Mathematics • • • • • • • • • • • • •

SACE CREDITS 10 Credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION A grade of B or higher Year 10 Mathematical Methods

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Specialist Mathematics, students deepen their understanding of advanced mathematical concepts and develop rigorous problem-solving and analytical reasoning skills. Students explore topics including sequences and series, vectors, geometry, matrices, trigonometry and complex numbers while learning to apply mathematical models and proofs. The subject encourages logical thinking, precision and abstract reasoning, and is designed to be studied alongside Mathematical Methods. Students strengthen their ability to investigate complex mathematical ideas and communicate mathematical understanding clearly and accurately.

•

This subject leads to: • Stage 2 General Mathematics • Stage 2 Mathematical Methods • Stage 2 Specialist Mathematics (requires a combination with Stage 2 Mathematical Methods)

• • • • •

Arithmetic and Geometric Sequences and Series Geometry Vectors in the Plane Further Trigonometry Matrices Real and Complex Numbers

COST ASSESSMENT • •

A minimum of two Skills and Applications Tasks per semester One Mathematical investigation per semester

An approved graphical calculator is required for this course. Approximate cost $270 via the College.

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Mathematics

Stage 2 General Mathematics • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION

A grade of B or higher in Stage 1 General Mathematics or Mathematical Methods

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 General Mathematics, students extend their mathematical skills through practical and problem-solving applications. Students investigate mathematical models involving statistics, finance, matrices, and linear relationships while applying mathematics to real-world situations. The subject develops students’ confidence in interpreting and analysing information, solving problems, and communicating mathematical ideas, preparing them for a broad range of tertiary pathways and careers.

• • • • •

An approved graphical calculator is required for this course. Approximate cost $270 via the College.

Modelling with Linear Relationships Modelling with Matrices Statistical Models Financial Models Discrete Models

A revision guide is recommended but not required. Approximate cost $35

ASSESSMENT School Based Assessment • Four or five Skills and Applications Tasks (40%) • One Mathematical Investigations (30%) External Assessment • Examination (30%)

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LEARNING AREAS > MATHEMATICS

Mathematics

Stage 2 Essential Mathematics • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION A grade of C or higher in Stage 1 General Mathematics

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Essential Mathematics, students develop mathematical skills that can be applied to practical problem-solving in everyday life, workplace situations, and vocational pathways. Students explore concepts including measurement, business applications, statistics, and financial mathematics while building confidence in using mathematics flexibly and resourcefully. The subject emphasises real-world applications and supports students in developing numeracy skills for future study, employment, and daily life.

• • • • •

An approved graphical calculator is required for this course. Approximate cost $270 via the College.

Scales, Plans, and Models Measurement Business Applications Statistics Investments and Loans

A revision guide is recommended but not required. Approximate cost $35

ASSESSMENT School Based Assessment • Four or five Skills and Applications Tasks (30%) • One Mathematical investigations (40%) External Assessment • Examination (30%)

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LEARNING AREAS > MATHEMATICS

Mathematics

Stage 2 Mathematical Methods • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION A grade of B or higher in Stage 1 Mathematical Methods

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Mathematical Methods, students develop an increasingly sophisticated understanding of calculus and statistics. Through the study of functions, rates of change, and mathematical modelling, students investigate relationships within the physical world and apply statistical reasoning to analyse uncertainty and variation. Students strengthen their analytical and problemsolving skills while preparing for tertiary pathways involving mathematics, science, engineering, economics, and related fields.

• • • • • •

An approved graphical calculator is required for this course. Approximate cost $270 via the College.

Further Differentiation and Application Discrete Random Variables Integral Calculus Logarithmic Functions Continuous Random Variables Sampling and Confidence Intervals

A revision guide is recommended but not required. Approximate cost $35

ASSESSMENT School Based Assessment • Five or six Skills and Applications Tasks (50%) • One Mathematical investigation (20%) External Assessment • Examination (30%)

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LEARNING AREAS > MATHEMATICS

Mathematics

Stage 2 Specialist Mathematics • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION

A grade of B or higher in Stage 1 Specialist Mathematics

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Specialist Mathematics, students deepen their mathematical knowledge, reasoning, and problem-solving skills through the study of advanced mathematical concepts. Students explore topics including functions, calculus, proof, and mathematical modelling while developing rigorous analytical thinking. The subject supports students pursuing tertiary pathways in areas such as engineering, computer science, physical sciences, and mathematical sciences.

• • • • • •

An approved graphical calculator is required for this course. Approximate cost $270 via the College.

Please note: Stage 2 Mathematical Methods is a required combination for students selecting Stage 2 Specialist Mathematics

Mathematical Induction Complex Numbers Functions and Sketching Graphs Vectors in Three Dimensions Integration Techniques and Applications Rates of Change and Differential Equations

A revision guide is recommended but not required. Approximate cost $35

ASSESSMENT School Based Assessment • Five or six Skills and Applications Tasks (50%) • One Mathematical investigation (20%) External Assessment • Examination (30%)

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LEARNING AREAS > SCIENCE

SCIENCE • • • • • • • • • • • • •

Year 10

Year 11

Year 12

Science Scientific Studies Psychology - Living Your Best Life Investigating Agriculture

Stage 1 Biology Stage 1 Chemistry Stage 1 Physics Stage 1 Psychology Stage 1 Nutrition Stage 1 Physics - Trade Pathway Stage 1 Earth and Environmental Science

Stage 2 Biology Stage 2 Chemistry Stage 2 Physics Stage 2 Psychology Stage 2 Nutrition 2027 Curriculum Handbook

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LEARNING AREAS > SCIENCE

Science

10 Science • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Science, students develop scientific inquiry skills through questioning, investigating, collecting and interpreting evidence, and communicating scientific ideas. Students design practical investigations and complete laboratory work while exploring concepts including chemical reactions, forces and motion, genetics and evolution, and climate change and the universe. Through scientific inquiry, students develop critical thinking skills and a deeper understanding of how science explains and influences the world around them.

• • • •

This subject leads to: • Stage 1 Biology • Stage 1 Physics • Stage 1 Chemistry • Stage 1 Psychology • Stage 1 Physics - Trade Pathway • Stage 1 Nutrition • Stage 1 Agriculture • Stage 1 Earth and Environmental Science

Chemical Reactions Forces and Motion Genetics and Evolution Climate Change and the Universe

COST No additional costs anticipated

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LEARNING AREAS > SCIENCE

Science

10 Scientific Studies (Stage 1) • • • • • • • • • • • • •

SACE CREDITS 10 credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Scientific Studies (Stage 1), students investigate scientific concepts through practical inquiry, experimentation and collaborative problem solving. Students explore how science is applied in everyday life and industry settings while developing skills in research, analysis and communication. Through investigations and practical learning experiences, students build confidence in applying scientific thinking to authentic situations and contemporary issues.

• • • •

This subject leads to: • Stage 1 Psychology • Stage 1 Physics - Trade Pathway • Stage 1 Nutrition • Stage 1 Earth and Environmental Science • Stage 1 Agriculture

Chemical Reactions Motion Genetics Climate Change

Students who complete Scientific Studies will be unable to select Stage 1 Physics, Chemistry or Biology COST No additional costs anticipated

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LEARNING AREAS > SCIENCE

Science

10 Psychology - Living Your Best Life • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Psychology - Living Your Best Life, students gain insight into understanding their own behaviour and how to use psychological principles to improve their own mental health and everyday functioning. Students study topics including positive psychology, stress management, mental illness in Australia, common disorders and mental health treatments. They learn how to apply these principles to their own lives. Students will also explore the scientific nature of psychology to become familiar with the research process used in psychology and will be required to critically analyse and evaluate research findings.

• •

This subject leads to: • Stage 1 Psychology

Mental Wellness Mental Illness

COST No additional costs anticipated

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LEARNING AREAS > SCIENCE

Science

10 Investigating Agriculture • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Investigating Agriculture, students explore agricultural industries and farming practices through practical and project-based learning experiences. Students investigate areas such as livestock, plant production, sustainability and food systems while developing skills in collaboration, research and scientific investigation. Through hands on activities and industry focused learning, students explore the importance of agriculture within local communities and consider the role of innovation and technology in modern farming practices.

• • •

This subject leads to: • Stage 1 Agriculture

Innovations in Agriculture Sustainable Farming Cows Create Careers Project

COST An agriculture shirt is available for purchase (not compulsory).

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LEARNING AREAS > SCIENCE

Science

Stage 1 Biology • • • • • • • • • • • • •

SACE CREDITS 10 Credits per semester

DURATION Semester 1 or Full Year

MINIMUM ENTRY RECOMMENDATION A grade of C or higher in Year 10 Science

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Biology, students explore the diversity of life, the structure and function of living organisms, and how species interact with each other and their environments. Students investigate biological systems from microscopic cellular processes through to large-scale ecosystems, developing an understanding of how living things grow, survive and respond to change. Through designing practical investigations and scientific inquiry, students develop skills in observation, experimentation and evidence-based reasoning while exploring contemporary biological issues that affect individuals, society and the environment.

• • • •

This subject leads to: • Stage 2 Biology

Cells and Microorganisms Infectious Disease Multicellular Organisms Biodiversity and Ecosystem Dynamics

COST ASSESSMENT

No additional costs anticipated

Folio Tasks (50%) • Practical Investigation • SHE task Skills and Application Tasks (50%) • Supervised tests

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LEARNING AREAS > SCIENCE

Science

Stage 1 Chemistry • • • • • • • • • • • • •

SACE CREDITS 10 Credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION A grade of C or higher in Year 10 Science

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Chemistry, students investigate substances and how they interact at an atomic and molecular level. Students explore chemical processes, properties and reactions that influence everyday life and global challenges such as climate change, food production and sustainable energy. Through experimentation, analysis and scientific inquiry, students develop practical laboratory skills and learn to apply scientific understanding to explain and predict chemical behaviour. The subject encourages logical thinking, problemsolving and an understanding of the role chemistry plays in society and industry.

• • • • • •

This subject leads to: • Stage 2 Chemistry

Materials and Their Atoms Combining Atoms Molecules Mixtures and Solutions Acids and Bases Redox Reactions

Students intending to enrol in Stage 2 Chemistry should select two semesters of Stage 1 Chemistry

ASSESSMENT

COST

Folio Tasks (50%) • Practical Investigation • SHE task Skills and Application Tasks (50%) • Supervised tests

No additional costs anticipated

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LEARNING AREAS > SCIENCE

Science

Stage 1 Physics • • • • • • • • • • • • •

SACE CREDITS 10 Credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION A grade of C or higher in Year 10 Science

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Physics, students explore matter, forces, energy and motion through qualitative and quantitative models, laws and theories. Students investigate natural phenomena through experimentation, measurement and scientific inquiry, developing an understanding of how physics explains the world around us. Through problemsolving and practical investigations, students strengthen their analytical thinking and apply scientific principles to real-world contexts. Students explore how physics contributes to technological development and innovation in modern society.

• • • • • •

This subject leads to: • Stage 2 Physics

Linear Motion and Forces Energy and Momentum Electric Circuits Heat Waves Nuclear Models and Radioactivity

Students intending to enrol in Stage 2 Physics should select two semesters of Stage 1 Physics COST

ASSESSMENT No additional costs anticipated Folio Tasks • Practical Investigation • Science as Human Endevour (SHE) Skills & Application Tasks • Supervised Tests

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LEARNING AREAS > SCIENCE

Science

Stage 1 Psychology • • • • • • • • • • • • •

SACE CREDITS 10 Credits

Semester 1 and/or Semesters 1 & 2

DURATION

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Psychology, students investigate the scientific study of the mind and behaviour. Students explore topics including thought processes, emotions, behaviour, memory, personality and social interaction while developing an understanding of how psychological concepts apply to everyday life. Through inquiry and research, students learn to analyse data, evaluate evidence and apply psychological theories to contemporary issues and human experiences. The subject encourages critical thinking and an understanding of human behaviour in personal, social and community contexts.

Semester 1 • Cognitive Psychology • Emotion Semester 2 • Neuropsychology • Forensic Psychology

This subject leads to: • Stage 2 Psychology COST No additional costs anticipated

ASSESSMENT Folio Tasks • Practical Investigation • Science as Human Endevour (SHE) Skills & Application Tasks • Supervised Tests

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LEARNING AREAS > SCIENCE

Science

Stage 1 Physics - Trade Pathway • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Physics - Trade Pathway, students apply scientific understanding and inquiry skills to practical contexts connected to trade and industry pathways. Students investigate concepts involving matter, forces, energy and electricity while exploring how physics principles are used in areas such as construction, engineering and electrical trades. Through practical investigations and problem-solving activities, students develop analytical thinking and scientific literacy while strengthening their understanding of workplace applications of physics.

• • • •

Students who complete Stage 1 Physics Trade Pathway are unable to study Stage 2 Physics, Chemistry or Biology.

Linear Motion and Forces Electric Circuits Heat Sound and Light

COST ASSESSMENT No additional costs anticipated Folio Tasks • Practical Investigation • Science as Human Endevour (SHE) Skills & Application Tasks • Supervised Tests

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LEARNING AREAS > SCIENCE

Science

Stage 1 Earth and Environmental Science • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Earth and Environmental Science, students investigate the dynamic nature of the Earth and the interactions between Earth systems, human activity and the environment. Students explore natural hazards, climate, ecosystems, the origin of life and environmental sustainability while critically examining scientific evidence and contemporary environmental issues. Through practical investigations and scientific inquiry, students develop their understanding of how human actions both influence and are influenced by Earth’s systems.

• • •

Students who complete Stage 1 Earth and Environmental Science are unable to study Stage 2 Physics, Chemistry or Biology.

Turbulent Earth The Earth’s Atmosphere The Importance of the Hydrosphere

ASSESSMENT

COST

Folio Tasks (50%) • Practical Investigation • Science as Human Endevour (SHE) Skills and Application Tasks (50%) • Supervised tests

No additional costs anticipated

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LEARNING AREAS > SCIENCE

Science

Stage 1 Nutrition • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Nutrition, students investigate the role of food and nutrients in supporting health and wellbeing. Students explore contemporary issues related to nutrition, food production, diet-related disease and sustainable food practices while developing an understanding of the links between food, lifestyle and health outcomes. Through scientific investigations and practical learning experiences, students apply nutritional knowledge to real-world contexts and evaluate factors that influence food choices within individuals and communities.

Two or three topics from the following: • Macronutrients and Micronutrient • Fresh Versus Processed Foods • Australian Dietary Guidelines and Nutrition in the Lifecycle • The Psychology of Food Marketing • Indigenous Australians: Food Changes from the Traditional to the Contemporary • Contaminated Food • Safe Food Handling • Organic Food Versus Genetically Modified Food • Sustainable Food Futures • Water

This subject leads to: • Stage 2 Nutrition COST No additional costs anticipated

ASSESSMENT Folio Tasks (50%) • Practical Investigation • Science as Human Endevour (SHE) Skills and Application Tasks (50%) • Supervised tests

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LEARNING AREAS > SCIENCE

Science

Stage 2 Biology • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION A grade of B or higher in at least one semester Stage 1 Biology

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Biology, students develop an understanding of the fundamental principles that underpin living systems, including structure and function, regulation and control, and the exchange of energy and materials. Students explore biological concepts from microscopic processes, investigating continuity, adaptation, and change in living organisms. Through practical investigations and scientific inquiry, students develop analytical, investigative, and communication skills relevant to the study of life sciences.

• • • •

Biology workbook (approximate cost $70) and revision guide (approximate cost $35)

Cells as the Basis of Life DNA and Proteins Homeostasis Evolution

ASSESSMENT School Based Assessment • Investigations folio (30%) - Practical Investigations and Science as a Human Endeavour (SHE) Task • Skills and Applications Tasks (40%) External Assessment • Examination (30%)

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LEARNING AREAS > SCIENCE

Science

Stage 2 Chemistry • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION A grade of B or higher in two semesters of Stage 1 Chemistry

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Chemistry, students extend their understanding of the chemical nature of the physical world and the interaction between human activity, resources, and the environment. Students explore chemical processes, reactions, and systems while examining how scientific understanding develops through evidence and new technologies. Through practical investigations and problem-solving, students apply scientific thinking to contemporary challenges and develop skills relevant to pathways such as medicine, pharmacy, engineering, and scientific research.

• • • •

Chemistry workbook (approximate cost $65) and revision guide (approximate cost $35)

Monitoring the Environment Managing Chemical Processes Organic and Biological Chemistry Managing Resources

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Science

Stage 2 Physics • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION A grade of B or higher in two semesters of Stage 1 Physics

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Physics, students investigate matter, forces, energy, and the interactions that explain natural phenomena from the subatomic world to the wider universe. Students use mathematical models, scientific laws, and experimental evidence to analyse and predict physical processes. Through practical investigations and data analysis, students strengthen their understanding of scientific inquiry while developing problemsolving and analytical skills relevant to science, engineering, and technology pathways.

• • •

Physics workbook (approximate cost $65) and revision guide (approximate cost $35)

Motion and Relativity Electricity and Magnetism Light and Atoms

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Science

Stage 2 Psychology • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Psychology, students explore complex psychological concepts and investigate how scientific research helps explain human behaviour, thinking, and mental processes. Students examine mental health, social issues, and contemporary psychological research while applying the scientific method to gather and interpret data. Through the study of real-world scenarios, students develop critical thinking, inquiry, and communication skills while gaining insight into personal wellbeing and human behaviour.

• • • • • •

Psychology workbook (approximate cost $80) and revision guide (approximate cost $35)

Psychology of the Individual Psychological Health and Wellbeing Organisational Psychology Social Influence Psychology of Learning Science Inquiry Skills

ASSESSMENT School Based Assessment • Investigations folio (30%) - Practical Investigations and Science as a Human Endeavour (SHE) Task • Skills and Applications Tasks (40%) - Tests and Assignments External Assessment • Examination (30%)

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Science

Stage 2 Nutrition • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Nutrition, students investigate the relationship between food, nutrients, health, and wellbeing. Students explore the role of nutrition in the body, factors influencing food choices, and contemporary social and environmental issues related to food production and consumption. Through scientific inquiry and practical investigation, students analyse diet-related health issues and examine sustainable approaches to food systems and healthy living.

•

Nutrition workbook (approximate cost $70) and revision guide (approximate cost $35)

• • • •

Principles of Nutrition, Physiology, and Health Health Promotion and Emerging Trends Sustainable Food Systems Nutrition Literacy and Numeracy Nutrition and Technology

ASSESSMENT School Based Assessment (70%) • Investigations Folio • Skills and Applications Tasks External Assessment (30%) • Examination

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

• • • • • • • • • • • • •

HUMANITIES AND SOCIAL SCIENCES

Year 10

Year 11

Year 12

History Crime, Power and Justice

Stage 1 Modern History Stage 1 Legal Studies Stage 1 Tourism Stage 1 Ancient Studies Stage 1 Business Innovation Stage 1 Geography

Stage 2 Modern History Stage 2 Legal Studies Stage 2 Tourism Stage 2 Ancient Studies Stage 2 Business Innovation Stage 2 Geography 2027 Curriculum Handbook

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

10 History • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 History, students investigate significant historical events, movements and individuals that have shaped the modern world. Students explore how societies change over time and examine the causes and consequences of conflict, political change and social transformation. Through the analysis of historical sources and inquiry-based learning, students develop research, critical thinking and communication skills while building an understanding of the connections between the past and present.

• •

This subject leads to: • Stage 1 Modern History • Stage 1 Ancient Studies

World War II (1939-1945) Building Modern Australia

COST No additional costs anticipated

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

10 Crime, Power and Justice • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Crime, Power and Justice, students explore how laws are created, applied and challenged within Australian society through the investigation of famous crimes, cold cases, courtroom battles and historical mysteries. Through mock trials, debates, investigations and research projects, students examine legal and political systems, theories of punishment and the role of democracy while developing critical thinking, inquiry and communication skills. Students build an understanding of justice, civic responsibility and the ways power and decision-making shape society.

• •

This subject leads to: • Stage 1 Legal Studies

• • •

Australian Legal and Political Systems Famous Crimes, Cold Cases and Historical Investigations Parliament, Democracy and the Separation of Powers Theories of Punishment, Justice and Civic Responsibility Mock Trials, Debates, Research and Inquiry Projects

COST No additional costs anticipated

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 1 Modern History • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Modern History, students explore significant developments, movements and events that have shaped the modern world since 1750. Students investigate political, social, economic and cultural change while examining the experiences and perspectives of individuals, groups and societies. Through the analysis of historical sources and evidence, students develop historical inquiry skills and consider concepts such as continuity and change, conflict, power and social transformation. The subject encourages students to critically evaluate the past and understand its influence on the present.

Students study at least two of the following topics: • Imperialism • Decolonisation • Indigenous Peoples • Social Movements • Revolution • Elective

This subject leads to: • Stage 2 Modern History • Stage 2 Ancient Studies COST No additional costs anticipated

ASSESSMENT • •

Historical Skills (x3) 70% Historical Study (x1) 30%

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 1 Legal Studies • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Legal Studies, students explore how laws and legal systems contribute to creating harmony, fairness and justice within communities. Students investigate concepts such as rights, responsibilities, power, fairness and change while examining law-making, law enforcement and dispute resolution processes. Through inquiry and discussion of contemporary legal issues, students develop civic literacy, critical thinking and an understanding of their role within the Australian legal system.

• • •

This subject leads to: • Stage 2 Legal Studies

Law and Society People, Structures and Processes Justice and Society

COST ASSESSMENT No additional costs anticipated • • •

Analytical Response (30%) Inquiry (30%) Presentation (40%)

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 1 Tourism • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Tourism, students investigate the nature of tourism and its impacts on people, places, economies and environments. Students explore tourism activities and contemporary issues from a range of perspectives while developing an understanding of how tourism shapes communities and cultures. Through inquiry, research and fieldwork experiences, students examine the changing nature of tourism and develop practical skills and cultural awareness that support global citizenship and engagement with the tourism industry.

• • •

This subject leads to: • Stage 2 Tourism

•

Appreciating Tourism in Australia Preparing for International Travel Understanding Tourism in Natural Environments Exploring Tourism in the Local Area

COST No additional costs anticipated

ASSESSMENT • • • •

Case Study (20%) Sources Analysis (20%) Practical Activity (30%) Issue Investigation (30%)

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 1 Ancient Studies • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Ancient Studies, students explore the history, literature, society and culture of ancient civilisations, particularly Greece and Rome. Students investigate the environmental, political, religious, artistic and social aspects of ancient societies while examining how ideas and innovations from the ancient world continue to influence modern life. Through the analysis of literary, archaeological and historical sources, students develop inquiry skills and critically engage with perspectives, beliefs and values from the ancient world.

• • • • •

This subject leads to: • Stage 2 Ancient Studies

Understanding Ancient History Introduction to Archaeology Social Structures, Slavery & Everyday Life Art, Architecture & Technology Independent Investigation

COST No additional costs anticipated

ASSESSMENT • •

Skills and Applications (x3) (75%) Inquiry (x1) (25%)

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 1 Business Innovation • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Business Innovation, students explore how businesses identify problems, create opportunities and develop innovative solutions in a rapidly changing world. Students investigate customer needs, entrepreneurship, financial decision-making and design thinking while learning how businesses adapt and respond to challenges. Through collaborative inquiry and practical projects, students develop creativity, communication and problem-solving skills while proposing, testing and refining business ideas and solutions.

• • • •

This subject leads to: • Stage 2 Business Innovation

Finding and Solving Problems Financial Awareness and Decision Making Business Information and Communication Global, Local and Digital Connections

COST ASSESSMENT • •

No additional costs anticipated

Business Skills (x3) (70%) Business Pitch (x1) (30%)

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 1 Geography • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Geography, students investigate environmental phenomena and human activities across different places and times. Students explore how people interact with environments and consider contemporary geographical issues including sustainability, population, resource management and global change. Through inquiry, fieldwork and the use of spatial technologies, students develop practical investigation skills and learn to analyse geographical patterns, relationships and impacts within local and global contexts.

•

This subject leads to: • Stage 2 Geography

• • •

Natural Hazards - Global Distribution and Implications Natural Hazards - Bushfires and Native Vegetation Regrowth Rural Places - Geographical and Information Systems (GIS) Contemporary Issues - Coastal Management Issues

COST No additional costs anticipated

ASSESSMENT • •

Geographical Skills and Applications (x3) (70%) Fieldwork (30%)

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 2 Modern History • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of a history subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Modern History, students investigate the development of modern nations and significant global changes since 1945. Students examine social, political, and economic developments, analyse interactions between nations and groups, and explore the impact of historical events on the contemporary world. Through inquiry and source analysis, students evaluate historical interpretations, construct reasoned arguments, and develop an understanding of continuity and change over time.

Students study one topic from ‘Modern nations’ and one topic from ‘The world since 1945’.

No additional costs anticipated

Topics may include: • Australia (1901-56) • United States of America (1914-45) • Germany (1918-48) • The Soviet Union and Russia (1945-c.2004) • China (1949-c.2012) • Australia’s Relationship with Asia and the • South Pacific Region (1945 Onwards) • The Struggle for Peace in the Middle East (1945 Onwards) • Challenges to Peace and Security (1945 Onwards) ASSESSMENT School Based Assessment • Historical Skills 50% • Historical Study 20% External Assessment • Examination 30%

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 2 Legal Studies • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is highly recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Legal Studies, students explore the role of law in society and examine how legal systems influence relationships between individuals, institutions, and governments. Students investigate rights and responsibilities, dispute resolution processes, and the role of law in democratic societies. Through critical analysis and inquiry, students develop an understanding of justice, power, and the mechanisms used to regulate and protect communities.

• • • •

Legal Studies workbook (approximate cost $80) and revision guide (approximate cost $50)

Focus Area 1: Sources of Law Focus Area 2: Dispute Resolution Option Area 1: The Constitution Option Area 2: When Rights Collide

ASSESSMENT School Based Assessment • Folio tasks (40%) • Inquiry (30%) External Assessment • Exam (30%)

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 2 Tourism • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Tourism, students investigate the nature and impact of tourism at local, national, and global levels. Students explore sustainability, tourism trends, and contemporary industry issues while developing practical communication and research skills aligned with industry standards. Through inquiry and analysis, students examine how tourism affects people, economies, and environments and develop informed recommendations about future tourism practices.

•

Stage 2 Tourism requires at least one camp. Cost for this camp is dependent on numbers but will be approximately $200.

• •

Operations and Structures of the Tourism Industry Travellers’ Perceptions, and the Interaction of Host Community and Visitor Planning for and Managing Sustainable Tourism

ASSESSMENT School Based Assessment • Folio (20%) • Practical Activity (25%) • Investigation (25%) External Assessment • Exam (30%)

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 2 Ancient Studies • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of a History subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Ancient Studies, students explore ancient societies through the study of historical and archaeological evidence. Students investigate selected topics within societies such as Ancient Egypt, Greece, Rome, or ancient China while analysing primary and secondary sources. Through inquiry and interpretation, students examine the significance of historical perspectives, cultural developments, and the contributions of ancient civilisations to the modern world.

Topics are selected from: • Daily Life • Military Conflict • Political Power and Authority • Religion • Material Culture • Literature - Prose, Narrative, or Epic • Literature - Drama and Poetry

No additional costs anticipated

ASSESSMENT School Based Assessment • Skills and Applications (50%) • Connections (20%) External Assessment • Inquiry (30%)

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 2 Business Innovation • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Business Innovation, students engage with real-world problems and use design thinking and innovation processes to develop and communicate business solutions. Students work collaboratively to identify customer needs, generate ideas, test solutions, and adapt strategies in uncertain environments. The subject encourages creativity, entrepreneurial thinking, and problem-solving while developing students’ understanding of contemporary business practices and innovation.

• •

No additional costs anticipated

• •

Innovation Decision Making and Project Management Financial Literacy and Information Management Global, Local, and Digital Perspectives

ASSESSMENT School Based Assessment • Business skills (40%) • Business model (30%) External Assessment • Business plan and pitch (30%)

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LEARNING AREAS > HUMANITIES AND SOCIAL SCIENCES

Humanities and Social Sciences

Stage 2 Geography • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Geography, students investigate the relationships between people, places, and environments and examine the interactions between human and environmental systems. Students explore contemporary geographical issues through inquiry, fieldwork, and spatial analysis while developing skills in data collection, mapping, and critical thinking. The subject encourages students to analyse complex environmental and social challenges and develop informed recommendations for sustainable futures.

• • • • • • •

No additional costs anticipated

Fieldwork Environmental Change Ecosystems and Ecological Footprints Climate Change Population Change Globalisation Transforming Global Inequality

ASSESSMENT School Based Assessment • Geographic Skills and Applications (40%) • Fieldwork Report (30%) External Assessment • Examination (30%)

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

HEALTH AND PHYSICAL EDUCATION • • • • • • • • • • • • •

Year 10

Year 11

Year 12

Health and Physical Education Outdoor Education - South East Discovery

Stage 1 Health and Wellbeing Stage 1 Physical Education Stage 1 Outdoor Education Stage 1 Child Studies

Stage 2 Health and Wellbeing Stage 2 Integrated Learning - Physical Education Stage 2 Outdoor Education 2027 Curriculum Handbook | Stage 2 Child Studies

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

Health and Physical Education

10 Health and Physical Education • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Health and Physical Education, students develop specialised movement skills, strategies and Key Learning Concepts across a range of physical activities and movement environments. Students explore how movement Key Learning Concepts and strategies can be used to evaluate and improve their own and others’ performances while building confidence, teamwork and leadership skills. Through practical participation and reflective learning experiences, students develop personal and social capabilities that support healthy, active and collaborative lifestyles.

• • • • • • • •

This subject leads to: • Stage 1 Health and Wellbeing • Stage 1 Outdoor Education • Stage 1 Physical Education

Athletics Net & Wall Games Rhythmic & Expressive Movement Target Games Invasion Games Mental Health and Emotions Sexual Health and Relationships Substances and Risk Management

COST No additional costs anticipated

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

Health and Physical Education

10 Outdoor Education - South East Discovery • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Outdoor Education - South East Discovery, students participate in outdoor activities that promote teamwork, resilience and personal growth. Students develop practical outdoor and leadership skills while exploring connections with the natural environment through experiences within the South East region. Through reflection and experiential learning, students build confidence, independence and an understanding of the importance of environmental awareness and sustainable practices.

• • • •

This subject leads to: • Stage 1 Outdoor Education • Stage 1 Physical Education • Stage 1 Health and Wellbeing

Human Impact Sustainability Navigation Environmental Engagement

COST Camp expenses, which vary depending on activities and student numbers. Additional costs may apply for excursions and practical activities, such as visits to community businesses. Total semester costs are typically around $350

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

Health and Physical Education

Stage 1 Health and Wellbeing • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Health and Wellbeing, students investigate the health and wellbeing of individuals, communities and societies. Students explore how physical, emotional, social, cognitive and spiritual dimensions of wellbeing are influenced by personal choices, relationships, environments and social factors. Through inquiry and critical analysis, students examine contemporary health issues and develop health literacy skills that support informed decision-making, advocacy and positive health outcomes.

Study at least one core concept: • Ways of Defining Health Studies • Health Literacy Studies

This subject leads to: • Stage 2 Health and Wellbeing • Stage 2 Integrated Learning - Physical Education • Stage 2 Outdoor Education

Undertake at least one option study: • Health and Participation in an Active Lifestyle • The Effects of Alcohol, Tobacco, and Other Drugs on Health • Health and the Environment • Contemporary Health Priorities in Australia • Health and Relationships • Mental and Emotional Health • Growing Up Healthy • Careers and Vocational Studies in Health

COST No additional costs anticipated

ASSESSMENT • • •

Issues Response (30%) Group Activity (30%) Investigation (40%)

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

Health and Physical Education

Stage 1 Physical Education • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Physical Education, students explore movement Key Learning Concepts, skill learning and physical activity through practical and theoretical experiences. Students investigate how the body responds to physical activity and apply knowledge of movement strategies to improve performance and participation. Through games, sport and physical activities, students develop teamwork, leadership and communication skills while examining the social, cultural and psychological factors that influence participation in physical activity.

• • •

This subject leads to: • Stage 2 Integrated Learning - Physical Education • Stage 2 Outdoor Education • Stage 2 Health and Wellbeing

Skill Learning and Exercise Physiology Sports Participation Training Effects

ASSESSMENT • •

Performance improvement folio (50%) Physical activity investigation (50%)

COST No additional costs anticipated

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

Health and Physical Education

Stage 1 Outdoor Education • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Outdoor Education, students develop an understanding of environmental sustainability, ecology and personal development through participation in outdoor activities and journeys. Students investigate environmental issues, cultural perspectives and the relationship between people and the natural world while building practical outdoor skills and leadership capabilities. Through reflection and experiential learning, students strengthen self-management, collaboration, risk assessment and environmental awareness.

• • • •

This subject leads to: • Stage 2 Outdoor Education • Stage 2 Integrated Learning - Physical Education • Stage 2 Health and Wellbeing

Environment and Conservation Planning and Management Outdoor Activities Outdoor Journey

ASSESSMENT COST • •

About Natural Environments report (40%) Experiences in Natural Environments, including 2 camps/journeys (60%)

No additional costs are anticipated beyond camp expenses, which vary depending on activities and student numbers (approximately $250)

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

Health and Physical Education

Stage 1 Child Studies • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Child Studies, students investigate the development, care and wellbeing of children from conception to eight years of age. Students explore topics including child development, play, behaviour management, nutrition, families and children’s rights while considering the social and cultural influences that shape childhood experiences. Through practical and collaborative learning, students develop an understanding of the needs of young children and contemporary issues affecting children and families.

•

This subject leads to: • Stage 2 Child Studies

• • • •

Nutrition Requirements and Meal Planning for Children and Pregnant Women Values and Beliefs About Childhood and the Wellbeing of Children The Changing Needs of Children as They Grow and Develop Children in the Wider Society Children’s Rights and Safety

COST No additional costs anticipated

ASSESSMENT • • • •

Practical cooking activity (25%) Practical handmade gift activity (25%) Group activity (20%) Investigation (30%)

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

Health and Physical Education

Stage 2 Health and Wellbeing • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Health and Wellbeing, students explore the health and wellbeing of individuals, communities, and societies through a holistic approach. Students investigate factors influencing health, including social, environmental, economic, and political issues, while developing health literacy and critical thinking skills. Through inquiry and reflection, students examine Key Learning Concepts of wellbeing, diversity, and social justice in contemporary contexts.

Study at least one core concept: • Ways of Defining Health Studies • Health Literacy Studies

No additional costs anticipated

Issues Response (40%) Group Activity (30%) Investigation (30%)

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

Health and Physical Education

Stage 2 Integrated Learning - Physical Education • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Integrated Learning, students explore human movement, participation and performance in physical activities through practical experiences and inquiry-based investigation. Students examine factors influencing performance outcomes and apply their learning through the development of key capabilities, including Personal and Social Capability and Critical and Creative Thinking. Students analyse physical, psychological and social influences on participation while strengthening skills in teamwork, reflection, problem-solving, and performance improvement through personalised and realworld learning contexts.

• • • • • •

No additional costs anticipated

Capability Development Collaboration and Teamwork Critical and Creative Thinking Self-Management Performance Improvement Reflection and Evaluation

ASSESSMENT School Based Assessment (70%) • Practical Inquiry • Connections External Assessment (30%) • Personal Endeavour

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

Health and Physical Education

Stage 2 Outdoor Education • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Outdoor Education, students develop outdoor skills, leadership, selfreliance, and environmental understanding through experiential learning in natural environments. Students investigate conservation, sustainability, personal growth, and human connections with nature while participating in practical outdoor experiences. Through reflection and collaboration, students strengthen their understanding of risk management, leadership, and responsible interaction with the environment.

•

Costs dependent on number of students in the class, location of camp(s), and need for buses (approximately $250 - $300)

• • • •

Skills, Knowledge, and Understanding for Learning in Natural Environments Preparation and Planning Managing Risk Leadership and Decision-Making Self-Reliance Skills

ASSESSMENT School Based Assessment (70%) • About natural environments • Experiences in natural environments External Assessment (30%) • Connections with natural environments

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LEARNING AREAS > HEALTH AND PHYSICAL EDUCATION

Health and Physical Education

Stage 2 Child Studies • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Child Studies, students investigate children’s growth and development from conception to eight years of age. Students examine parenting and caregiving practices, contemporary research, and factors influencing child development while applying their understanding through practical tasks and investigations. The subject develops research, management, and practical skills while encouraging critical reflection on issues relating to childhood and families.

• • • • •

No additional costs anticipated

Investigating and Critical Analysis Problem-Solving Practical Application Collaborating Evaluating

ASSESSMENT School Based Assessment (70%) • Practical Tasks • Group Tasks External Assessment (30%) • Individual Investigation

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LEARNING AREAS > TECHNOLOGIES

TECHNOLOGIES • • • • • • • • • • • • •

Year 10

Year 11

Year 12

Design Technology - Metalwork Design Technology - Woodwork Food Technology - The Whole Plate Food Technology - Brunch Club Digital Technology - TechX

Stage 1 Material Solutions - Woodwork Stage 1 Material Solutions - Metalwork Stage 1 Food and Hospitality

Stage 2 Material Solutions Stage 2 Food and Hospitality 2027 Curriculum Handbook

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LEARNING AREAS > TECHNOLOGIES

Technologies

10 Design Technology - Metalwork • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Metalwork, students develop practical metalworking skills through the design and production of metal projects. Students learn to safely use workshop tools, equipment and manufacturing processes while exploring design principles and problem solving strategies. Through hands on learning experiences, students investigate materials and production techniques while creating functional and creative metal products.

• • • •

This subject leads to: • Stage 1 Material Solutions

Concept and Project Development Workshop Safety CAD Software Design Timber Hand and Power Tool Skills

COST No additional costs anticipated

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LEARNING AREAS > TECHNOLOGIES

Technologies

10 Design Technology - Woodwork • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Woodwork, students develop practical woodworking skills through the design and construction of timber projects. Students learn to safely use tools, equipment and workshop processes while applying design thinking, problem solving and craftsmanship skills. Through practical learning experiences, students investigate materials, production techniques and design principles while creating projects for different purposes and audiences.

• • • •

This subject leads to: • Stage 1 Material Solutions

Concept and Project Development Workshop Safety CAD Software Design Timber Hand and Power Tool Skills

COST No additional costs anticipated

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LEARNING AREAS > TECHNOLOGIES

Technologies

10 Food Technology - The Whole Plate • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 The Whole Plate, students investigate topics such as Bush Tucker, native plants, alternative eating plans and the journey of food from production to consumption. Through preparing and tasting a range of nutritious recipes using primary produce, students develop confidence in food preparation techniques, expand their practical skills and build an understanding of healthy and sustainable food choices.

• • • • • •

This subject leads to: • Stage 1 Food and Hospitality

Paddock to Plate Bush Tucker Seasonality/Sustainability Food Preservation Designing a Food Product Food Safety Standards

COST No additional costs anticipated

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LEARNING AREAS > TECHNOLOGIES

Technologies

10 Food Technology - Brunch Club • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Brunch Club, students develop practical cooking and food preparation skills while exploring nutrition, food safety and Australian food culture. Students investigate ingredients and sustainable food practices through hands on learning experiences and practical tasks. Through cooking and collaborative activities, students build confidence in food preparation and develop an understanding of the role of food in health, culture and everyday life.

• • • •

This subject leads to: • Stage 1 Food and Hospitality

Cafe Culture Food and Drinks Seen on Cafe Menus Creating Aussie Classics Designing Menus for Specific Dietary Needs

COST No additional costs anticipated

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LEARNING AREAS > TECHNOLOGIES

Technologies

10 Digital Technology - TechX • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Year 10 TechX, students build on their understanding of coding, electronics and emerging technologies through practical design challenges and project-based learning. Student agency is a key feature of the course, with projects and learning experiences shaped around student interests, strengths and emerging technologies each semester. Students apply computational thinking, technical knowledge and creative problem solving to design, develop and test technology-based solutions using programming, electronic systems and automated technologies while strengthening skills in innovation, evaluation and project development.

• • • • •

No additional costs anticipated

Programming and Software Development Electronic Systems and Control Automation and Intelligent Technologies Project Design and Development Testing, Evaluation and Innovation

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LEARNING AREAS > TECHNOLOGIES

Technologies

Stage 1 Material Solutions - Woodwork • • • • • • • • • • • • •

SACE CREDITS 10 credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Material Solutions – Woodwork, students use the design and realisation process to investigate, design, create and evaluate practical solutions using timber and related materials. Students develop skills in woodworking tools, machinery, joining methods and production techniques while exploring design thinking and problemsolving. Through practical projects, students consider the ethical, economic, legal and sustainability influences that affect the design and production of timber products.

• • • •

This subject leads to: • Stage 2 Material Solutions

Investigation and Analysis Design Development and Planning Production Evaluation

COST ASSESSMENT • •

No additional costs anticipated

Specialised Skills Task (50%) Design Process and Solution (50%)

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LEARNING AREAS > TECHNOLOGIES

Technologies

Stage 1 Material Solutions - Metalwork • • • • • • • • • • • • •

SACE CREDITS 10 credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Material Solutions - Metalwork, students use the design and realisation process to investigate, design, create and evaluate practical solutions using metals and related materials. Students develop skills in metalworking tools, machinery, joining methods and production techniques while exploring design thinking and problemsolving. Through practical projects, students consider the ethical, economic, legal and sustainability influences that affect the design and production of metal products.

• • • •

This subject leads to: • Stage 2 Material Solutions

Investigation and Analysis Design Development and Planning Production Evaluation

COST ASSESSMENT • •

No additional costs anticipated

Specialised skills task (50%) Design process and solution (50%)

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LEARNING AREAS > TECHNOLOGIES

Technologies

Stage 1 Food and Hospitality • • • • • • • • • • • • •

SACE CREDITS 10 credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Food and Hospitality, students develop practical food preparation and hospitality skills while exploring contemporary food issues, trends and industry practices. Students investigate food safety, nutrition, customer service and the operation of the hospitality industry while strengthening their ability to prepare and present food products confidently and safely. Through practical learning experiences, students build teamwork, organisation and communication skills relevant to hospitality and food industry pathways.

• •

This subject leads to: • Stage 2 Food and Hospitality

• • •

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

COST No additional costs anticipated

ASSESSMENT • • •

Practical activities (50%) Group activity (25%) Investigation (25%)

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LEARNING AREAS > TECHNOLOGIES

Technologies

Stage 2 Material Solutions • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Material Solutions, students use iterative design processes to investigate, develop, and realise solutions to practical problems and opportunities. Students explore design influences, production techniques, materials, and technologies while considering ethical, economic, legal, and sustainability issues. Through practical application and evaluation, students develop technical skills and create solutions such as products, systems, models, or prototypes.

• • • •

No additional costs anticipated

Investigation and Analysis Design Development Solution Realisation Evaluation

ASSESSMENT • • •

Specialised skills tasks (20%) Design process and product (50%) Resources study (30%)

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LEARNING AREAS > TECHNOLOGIES

Technologies

Stage 2 Food and Hospitality • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Food and Hospitality, students extend their knowledge and practical skills in food preparation, hospitality, and industry practices. Students investigate contemporary issues including sustainability, technology, and globalisation while developing problemsolving, management, and teamwork skills in practical settings. The subject supports pathways into hospitality, tourism, catering, and related industries.

•

No additional costs anticipated

• • • •

Contemporary and Future Issues and Trends in the Industry Economic and Environmental Influences, e.g. the Changing Role of Fast Food Political and Legal Influences, e.g. Food Hygiene Legislation Sociocultural Influences, e.g. the Changing Nature of Australian Cuisine Technological Influences, e.g. Current Technological Advances in the Industry

ASSESSMENT School Based Assessment • Practical activities (50%) • Group activities (20%) External Assessment • Investigation (30%)

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LEARNING AREAS > THE ARTS

THE ARTS • • • • • • • • • • • • •

Year 10

Year 11

Year 12

Visual Arts - Global Art Studio Visual Arts - Design Visual Arts - Drawing & Painting Filmmaking and Animation Photography Drama Music

Stage 1 Creative Arts Stage 1 Visual Arts - Art or Design Stage 1 Film & Photography (Digital Communication Solutions) Stage 1 Drama Stage 1 Music - Experience Stage 1 Music - Advanced

Stage 2 Visual Arts - Art or Design Stage 2 Creative Arts Stage 2 Film & Photography (Digital Communication Solutions) Stage 2 Drama Stage 2 Music - Exploration Stage 2 Music - Performance Ensemble Curriculum Handbook Stage 2 Music 2027 - Performance Solo | 141

LEARNING AREAS > THE ARTS

The Arts

10 Visual Arts - Global Art Studio • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Visual Arts - Global Art Studio, students expand their art making skills through a broad craft-based approach that explores a range of media, techniques and cultural influences. Students experiment with artistic processes while developing creative and technical skills in response to different materials and art forms. Through the exploration of historical and contemporary artworks, students communicate ideas, perspectives and personal expression through practical and reflective art making experiences.

• •

This subject leads to: • Stage 1 Visual Arts • Stage 1 Creative Arts

Creation of Various Art and Craft Projects Art Show Curation

COST No additional costs anticipated

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LEARNING AREAS > THE ARTS

The Arts

10 Visual Arts - Design • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Visual Art - Design, students explore the relationship between art and design through creative problem solving and visual communication. Students investigate design processes, materials and techniques while developing practical skills in planning, experimentation and production. Through the analysis of contemporary and historical influences, students create artworks and design solutions that communicate ideas and respond to different audiences and purposes.

• • • •

This subject leads to: • Stage 1 Visual Arts • Stage 1 Creative Arts

Design Process Product Design Typography, Logos and Branding Graphic Design

COST No additional costs anticipated

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LEARNING AREAS > THE ARTS

The Arts

10 Visual Arts - Drawing & Painting • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Visual Art - Drawing and Painting, students develop drawing and painting techniques through the exploration of a range of materials, styles and artistic approaches. Students refine their observational and expressive skills while creating artworks that communicate ideas, perspectives and personal responses. Through practical studio experiences and the study of artists and artistic traditions, students build confidence in using visual language to represent and interpret the world around them.

• • • •

This subject leads to: • Stage 1 Visual Arts • Stage 1 Creative Arts

Portraiture Landscapes Still Life Art Show Curation

COST No additional costs anticipated

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LEARNING AREAS > THE ARTS

The Arts

10 Filmmaking and Animation • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Filmmaking and Animation, students explore storytelling through film and animation techniques. Students develop practical skills in planning, filming, editing and animation production while creating visual media projects for different audiences and purposes. Through collaborative and creative learning experiences, students investigate how visual elements, sound and movement are used to communicate meaning and engage audiences.

•

This subject leads to: • Stage 1 Film & Photography (Digital Communication Solutions)

• •

Filmmaking and Animation Production Basics Software Options and Skills for Productions Planning and Showcasing Films and Animations

COST No additional costs anticipated

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LEARNING AREAS > THE ARTS

The Arts

10 Photography • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Photography, students explore photography as a creative and visual communication medium. Students develop or extend their skills in composition, camera use, editing and image creation while investigating how photography can communicate ideas, perspectives and stories. Through practical projects and analysis of photographic works, students build an understanding of visual storytelling and the role of photography in contemporary culture and media.

• • • •

This subject leads to: • Stage 1 Film & Photography (Digital Communication Solutions) • Stage 1 Creative Arts

Composition Techniques Photoshop/Lightroom Skills Camera Techniques Creative Briefs

COST No additional costs anticipated

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LEARNING AREAS > THE ARTS

The Arts

10 Drama • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Drama, students develop performance and communication skills through acting, improvisation and collaborative theatre making. Students explore dramatic techniques, character development and stagecraft while creating and presenting performances for different audiences. Through rehearsal, reflection and performance experiences, students build confidence, creativity and an understanding of how drama can communicate ideas, stories and emotions.

• • • •

This subject leads to: • Stage 1 Drama

Creating Theatre Workshopping Character Development Performance

COST No additional costs anticipated

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LEARNING AREAS > THE ARTS

The Arts

10 Music • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION Year 9 Music or can play an instrument competently

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 Music, students who are confident musicians undertake a course designed to challenge and build on their existing skills in performance, both as soloists and as ensemble performers. They explore a range of musical contexts and make links between different musical practices and conventions, further developing musical understanding, interpretation and independence.

•

This subject leads to: • Stage 1 Music (Experienced) • Stage 1 Music (Advanced)

• • • •

Students acquire, develop and experiment with musical competencies through a range of practices individually and in collaboration with others. They practise, rehearse and perform repertoire, analyse and evaluate music to inform their own practice, improvise and arrange music, and complete a special project. Through this work, they deepen their musicianship and critical understanding while preparing for more advanced musical study.

Elements of Music - Understanding and Manipulating Core Musical Building Blocks Aural Skills - Developing Listening Accuracy, Pattern Recognition, and Musical Memory Composing - Creating Short Works Using Devices and Elements Music in Context - Exploring Styles, Cultures, and Purposes of Music Musical Thinking & Reflection - Evaluating Choices as Performers and Creators

COST Instrument hire (if student does not provide their own - $250). There may be additional charges for consumable textbooks and online courses, by negotiation

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LEARNING AREAS > THE ARTS

The Arts

Stage 1 Creative Arts • • • • • • • • • • • • •

SACE CREDITS 10 credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Creative Arts, students engage in specialised study within and across a range of arts disciplines while exploring connections to vocational education and training (VET) pathways. Students actively participate in the creation, development and presentation of artistic works, building skills in creativity, collaboration, communication and problem solving. Learning experiences may include visual art, digital media, film, video, public art projects, performances, presentations and installations. Through practical and creative exploration, students develop confidence in expressing ideas, responding to audiences and applying artistic processes in authentic contexts.

• • • •

This subject leads to: • Stage 2 Creative Arts • Stage 2 Visual Arts: Art or Design

Creative Arts Process Development and Production Concepts in Creative Arts Disciplines Creative Arts in Practice

COST ASSESSMENT • •

Folio (50%) Product (50%)

No additional cost, however, students may choose to purchase their own art supplies for specific purposes.

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LEARNING AREAS > THE ARTS

The Arts

Stage 1 Visual Arts - Art or Design • • • • • • • • • • • • •

SACE CREDITS 10 credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Visual Arts, students explore how individuals and cultures use art, craft and design to communicate ideas, beliefs, experiences and perspectives. Students investigate visual arts practices across different social, cultural and historical contexts while developing their own practical skills and creative processes. Through creating and analysing artworks, students learn to express personal ideas, explore concepts and respond to the world around them. Students experiment with a range of materials, techniques and technologies while building an understanding of the social, cultural and economic significance of the visual arts.

• • •

This subject leads to: • Stage 2 Visual Arts - Art or Design • Stage 2 Creative Arts

Visual Thinking Practical Resolution Visual Arts in Context

ASSESSMENT

COST

• • •

No additional cost, however, students may choose to purchase their own art supplies for specific purposes

Folio (40%) Practical (30%) Visual study (30%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 1 Film & Photography (Digital Communication Solutions) • • • • • • • • • • • • •

SACE CREDITS 10 credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Film & Photography, students develop creative and technical skills in digital media production. Students investigate how photographic and film techniques communicate information, ideas and emotions while producing digital works using industryrelevant equipment and software. Through the design and realisation process, students plan, create and evaluate photographic, film or animation projects while exploring visual storytelling, composition and digital communication.

•

This subject leads to: • Stage 2 Film & Photography (Digital Communication Solutions)

Hardware and Software Skills Development

The design and realisation process: • Investigation and Analysis • Design Development and Planning • Solution Realisation • Evaluation

COST No additional costs anticipated

ASSESSMENT • •

Specialised skills task (x2) (50%) Design process and solution (50%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 1 Drama • • • • • • • • • • • • •

SACE CREDITS 10 credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Drama, students learn as dramatic artists through the creation, performance and analysis of dramatic works. Students work collaboratively to develop theatre productions that communicate ideas and meaning to audiences while exploring social and global issues through performance. Through both on-stage and off-stage roles, students develop communication, creativity, collaboration and problem-solving skills while engaging with performance technologies, dramatic techniques and theatrical conventions.

Topics are flexible and may include: • Absurdist Theatre • Theatre of Cruelty (Artaud) • Poor Theatre (Grotowski) • Brecht • Commedia dell’Arte • Stanislavski

This subject leads to: • Stage 2 Drama

Students may be required to spend time out of class for rehearsals, in the lead up to performances.

COST No additional costs anticipated

ASSESSMENT • • •

Performance (40%) Responding to Drama (30%) Creative synthesis (30%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 1 Music - Experience • • • • • • • • • • • • •

SACE CREDITS 10 credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION Year 10 Music, or by negotiation based on a skills assessment

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Music - Experience, students develop their musical understanding, creativity and performance skills through exploring, performing, composing and responding to music. Students engage with a range of musical styles and traditions while refining their technical and expressive abilities. Through performances, compositions and critical reflection, students develop musical literacy, aesthetic appreciation and confidence in communicating ideas and emotions through music.

•

This subject leads to: • Stage 2 Music Exploration • Stage 2 Performance Ensemble • Stage 2 Performance Solo

• • • •

Composing, Arranging and Creating Music Solo and Ensemble Performance Opportunities Music Technologies and Production Skills Musicianship, Aural and Critical Listening Development Masterclasses, Workshops, Music History and Student Choice Experiences

ASSESSMENT

COST Instrument hire (if student does not provide their own - $250). There may be additional charges for consumable textbooks and online courses, by negotiation

Creative Works x2 (50%) • 1x Performance • 1x Arrangement/composition Musical Literacy Tasks x2 (50%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 1 Music - Advanced • • • • • • • • • • • • •

SACE CREDITS 10 credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION Year 10 Music, or by negotiation based on a skills assessment

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Music - Advanced, students extend and refine their existing musical understanding and performance skills through advanced study and practice. Students engage critically and creatively with music through composing, arranging, performing and analysing a range of musical works and styles. Through collaboration, rehearsal and performance, students deepen their musical literacy, technical proficiency and artistic expression while developing the confidence to communicate ideas through sophisticated musical performance and composition.

•

This subject leads to: • Stage 2 Music Exploration • Stage 2 Performance Ensemble • Stage 2 Performance Solo

• • • •

Composing, Arranging and Creating Music Solo and Ensemble Performance Opportunities Music Technologies and Musicianship Development Aural Training and Critical Listening Skills Music History, Masterclasses, Workshops and Own Choice Studies

ASSESSMENT • •

COST Instrument hire (if student does not provide their own - $250). There may be additional charges for consumable textbooks and online courses, by negotiation

Creative Works x3 (60%) Musical Literacy Tasks x2 (40%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 2 Visual Arts - Art or Design • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Visual Arts, students engage in conceptual, practical, analytical, and contextual exploration through creative artmaking. Students develop visual thinking, investigate ideas and concepts, refine technical skills, and communicate personal experiences and viewpoints through visual forms. Through experimentation and documentation of creative processes, students produce imaginative artworks and critically analyse artistic practices and influences.

• • •

While there are no necessary costs, students may choose to purchase their own art supplies for specific purposes

Visual Thinking Practical Resolution Visual Arts in Context

ASSESSMENT School Based Assessment • Folio (40%) • Practical (30%) External Assessment • Visual study (30%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 2 Creative Arts • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Creative Arts, students undertake specialised study within and across arts disciplines while developing creative and collaborative skills. Students actively participate in the design, development, and presentation of creative arts products such as performances, visual works, digital media, and installations. Through practical and theoretical exploration, students strengthen their artistic communication, creative problem-solving, and industry-related skills.

• • •

While there are no necessary costs, students may choose to purchase their own art supplies for specific purposes

•

Creative Arts Process Development and Production Key Learning Concepts in Creative Arts Disciplines Creative Arts in Practice

ASSESSMENT School Based Assessment • Product (50%) • Inquiry (20%) External Assessment • Practical skills folio (30%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 2 Film & Photography (Digital Communication Solutions) • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 study of this subject is recommended

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Photography and Film, students develop advanced skills in creating and editing digital photographic or film products. Students investigate visual communication, industry practices, ethical considerations, and creative processes while producing a major project in photography, film, or animation. Through inquiry, experimentation, and design processes, students refine technical skills and communicate ideas using digital technologies and media production techniques.

• • • • • •

No additional costs anticipated

Technical Skills Development Software Skills Development Exploring Lighting The Design and Realisation Process Issues Investigation Exploring Resources

ASSESSMENT School Based Assessment • Specialised skills task x 2 (20%) • Design process and product (50%) External Assessment • Resources Study - Resource Investigation and Issues Exploration (30%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 2 Drama • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 Drama, or by negotiation based on a skills assessment

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Drama, students engage in onstage and off-stage theatre roles to create meaningful performances for audiences. Students develop skills in acting, play-building, script analysis, theatre technology, and performance production while collaborating in group and public performances. Through practical workshops and live theatre experiences, students strengthen their creative, reflective, and communication skills as theatre practitioners.

Topics are flexible and may include, but are not limited to: • Absurdist Theatre • Theatre of Cruelty (Artaud) • Poor Theatre (Grotowski) • Brecht • Commedia dell’Arte • Forced Entertainment • Stanislavski

A Drama Camp to the Adelaide Festival and Fringe may occur if a suitable schedule of shows can be established. The cost for this camp is approximately $275, including tickets to performances.

ASSESSMENT Students may be required to spend time out of class for rehearsals, in the lead up to performances.

School Based Assessment • Group production (40%) • Evaluation and creativity (30%) External Assessment • Creative presentation (30%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 2 Music - Exploration • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 Music, or by negotiation based on a skills assessment

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Music - Exploration, students learn through exploring, experimenting with, and creating music. Students investigate musical styles, influences, and the elements of music while developing a portfolio of performances, compositions, and other musical works. Through practical and reflective learning, students analyse and discuss their own music and the work of others while refining their musicianship and creative expression.

• • •

Instrument hire (if student not does provide their own - $250). There may be additional charges for consumable textbooks and online courses, by negotiation

• • •

Understand and Apply Musical Elements Explore How Music Is Made Explore Music Styles, Techniques and Productions Creating Music Performing Music Responding to Music

ASSESSMENT • • •

Musical Literacy Tasks x3 (30%) Portfolio of Explorations (40%) Creative Corrections Task (30%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 2 Music - Performance Ensemble • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 Music, or by negotiation based on a skills assessment

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Music - Performance Ensemble, students develop their ensemble performance skills through collaborative music making on their chosen instrument or voice. Students rehearse and perform repertoire across the year while analysing musical structure, style, and performance conventions. Through reflection and evaluation, students refine their technical and interpretive skills while strengthening their ability to work as part of a musical ensemble.

Students will engage in the following activities: • Performing • Rehearsal Skills • Ensemble Skills • Repertoire Development • Repertoire Analysis • Performance Anxiety • Folio Development • Masterclasses

Instrument hire (if student does not provide their own - $250). There may be additional charges for consumable textbooks and online courses, by negotiation

ASSESSMENT School Based Assessment • One performance or set of performances (30%) • One performance or set of performances and a discussion (40%) External Assessment • Performance and portfolio (written or oral) (30%)

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LEARNING AREAS > THE ARTS

The Arts

Stage 2 Music - Performance Solo • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION Stage 1 Music, or by negotiation based on a skills assessment

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Music - Performance Solo, students develop advanced solo performance skills on their chosen instrument or voice. Students prepare and present solo performances while analysing repertoire, performance conventions, and strategies for technical and expressive improvement. Through reflective practice and evaluation, students strengthen their musicianship, performance confidence, and understanding of musical interpretation.

Students will engage in the following activities: • Performing • Rehearsal Skills • Working with an Accompanist • Repertoire Development • Repertoire Analysis • Performance Anxiety • Folio Development • Masterclasses

Instrument hire (if student does not provide their own - $250). There may be additional charges for consumable textbooks and online courses, by negotiation

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LEARNING AREAS > LANGUAGES

LANGUAGES • • • • • • • • • • • • •

Year 10 German

Year 11

Stage 1 German (Continuers)

Year 12

Stage 2 German (continuers) 2027 Curriculum Handbook

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LEARNING AREAS > LANGUAGES

Languages

10 German • • • • • • • • • • • • •

SACE CREDITS N/A

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION Achieve a grade of C or higher in Year 9 German

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Year 10 German, students develop their skills in listening, speaking, reading, and writing in German through the exploration of language and culture. Students engage with authentic texts, conversations, and cultural experiences while building confidence in communicating in a range of contexts. Through language learning, students develop intercultural understanding and an appreciation of the connections between language, identity and culture.

• •

This subject leads to: • Stage 1 German

• •

German Cities - Berlin Caring for the Environment and Everyday Life in Germany German History - East and West Germany and Unification Nuclear Power and Ecotourism

COST No additional costs anticipated

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LEARNING AREAS > LANGUAGES

Languages

Stage 1 German (Continuers) • • • • • • • • • • • • •

SACE CREDITS 10 credits per semester

DURATION Semester 1 & 2

MINIMUM ENTRY RECOMMENDATION

Year 10 German (2 semesters), or by negotiation based on a skills assessment

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 German, students develop their ability to communicate confidently and effectively in German while deepening their understanding of German-speaking cultures and communities. Students interact with others to share information, ideas, experiences and opinions, and create spoken, written, and multimodal texts in German. Through engaging with language and culture, students strengthen their communication, intercultural understanding, and global awareness.

•

This subject leads to: • Stage 2 German

•

German-Speaking Communities: People and Places, Arts and Entertainment The Changing World: Work, Social Issues, Tourism and Hospitality, Environmental Issues

COST No additional costs anticipated

ASSESSMENT • • • • •

German text production Oral interaction Text analysis Investigation in German with a reflective response in English Examination

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LEARNING AREAS > LANGUAGES

Languages

Stage 2 German (Continuers) • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION

Stage 1 German (2 semesters), or by negotiation based on a skills assessment

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 German, students build on their language skills to communicate ideas, opinions, and information with increasing accuracy and sophistication. Students deepen their understanding of German language and culture through spoken, written, and multimodal texts while exploring connections between German-speaking communities and Australia. Through guided language activities and an in-depth study, students strengthen their communication and intercultural understanding.

•

A German workbook (approximate cost $80) and a revision guide (approximate cost $50) are available

• •

The Individual: Personal Identity, Aspirations, Sport, Health, Life as an Exchange Student German-Speaking Communities: The DDR, German Reunification, People, Arts and Entertainment The Changing World: Jobs and Careers, Youth Culture, Tourism and Hospitality, Environmental Issues

ASSESSMENT School Based Assessment • Folio (40%) • In-depth study (30%) External Assessment • Oral and Written Examination (30%)

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LEARNING AREAS > CROSS CURRICULAR

CROSS CURRICULAR • • • • • • • • • • • • •

Year 11

10 Exploring Identities and Futures (Stage 1) Stage 1 Community Studies Stage 1 Workplace Practices

Year 12

Stage 2 Activating Identities and Futures (AIF) Stage 2 Community Studies Stage 2 Workplace Practices

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LEARNING AREAS > CROSS CURRICULAR

Cross Curricular

10 Exploring Identities and Futures (Stage 1) • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

Exploring Identities and Futures (EIF) supports students to explore their aspirations and consider both what they want to do and who they want to be in the future. In EIF, students develop a deeper understanding of themselves, their place in the world and their connections with others through inquiry, reflection and personal exploration. As an introduction to the SACE, students build the knowledge, skills and capabilities required to become thriving learners while exploring pathways connected to interests, work, travel and further learning opportunities.

•

EIF is compulsory for SACE completion, requiring a grade of C or above.

• • • •

Explore Identity, Interests, Strengths and Skills Career Journey Seeking Feedback and Making Decisions Reflecting on Learning Personal Project

This subject leads to: • Stage 2 Activating Identities and Futures COST

ASSESSMENT • •

Exploring me & who I want to be (40%) Taking action & showcasing my capabilities (60%)

The College may subsidise a portion of the student’s personal project. All other costs and materials will need to be covered by the student and vary depending on the selected research.

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Cross Curricular

Stage 1 Community Studies • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Community Studies, students develop knowledge, skills and personal capabilities through highly individualised learning programs connected to their interests and goals. Students work collaboratively with teachers, peers and community members while undertaking practical projects and investigations that support personal growth and community engagement. The flexible structure of the subject allows students to explore areas of passion while developing communication, organisation and reflective learning skills.

•

This subject leads to: • Stage 2 Community Studies

• • • •

Research, Negotiate and Plan a Community Activity Evidence Collection Community Engagement Presentation to the Community Reflection on Learning

COST No additional costs anticipated

ASSESSMENTS Contract of Work (70%) • Development of contract • Folio Presentation Reflection (30%)

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Cross Curricular

Stage 1 Workplace Practices • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 1 Workplace Practices, students explore the changing nature of work and develop the knowledge, skills and attributes needed for future employment. Students investigate workplace expectations, career pathways and industry practices while developing employability skills such as communication, teamwork, organisation and problem-solving. Through vocational learning, work exploration and practical experiences, students strengthen their understanding of career planning and workplace readiness.

At least two topics from: • Future Trends in the World of Work • Workers’ Rights and Responsibilities • Career Planning • The Value of Unpaid Work (Volunteering) • Vocational Learning

This subject leads to: • Stage 2 Workplace Practices COST No additional costs anticipated

ASSESSMENTS Students will provide evidence of learning through four assessment tasks: • Folio x 2 (40%) • Performance (30%) • Reflection (30%)

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LEARNING AREAS > CROSS CURRICULAR

Cross Curricular

Stage 2 Activating Identities and Futures (AIF) • • • • • • • • • • • • •

SACE CREDITS 10 Credits

DURATION One Semester

MINIMUM ENTRY RECOMMENDATION Exploring Identities and Futures (EIF)

SUBJECT DESCRIPTION

KEY LEARNINGS

CURRICULUM PATHWAYS

In Stage 2 Activating Identities and Futures, students take ownership of their learning by exploring an area of personal interest through self-directed inquiry. Students develop strategies for learning, critical thinking, planning, and reflection while creating a learning output connected to their chosen focus area. The subject encourages agency, adaptability, and the ability to apply knowledge and skills in new and meaningful contexts.

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AIF is a compulsory subject for SACE completion, requiring a grade of C- or above.

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Explore Ideas Related to an Area of Personal Interest Through a Process of Self-Directed Inquiry Apply Knowledge, Skills and Capabilities to a New Context Select Relevant Strategies to Progress Learning to a Resolution Seek and Act on Feedback Reflect on and Evaluate the Learning Experience for Personal Development

COST The College may subsidise a portion of the student’s personal project. All other costs and materials will need to be covered by the student and vary depending on the selected research.

ASSESSMENTS School Based Assessment • Portfolio (35%) • Progress Checks (35%) External Assessment • Appraisal (30%)

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LEARNING AREAS > CROSS CURRICULAR

Cross Curricular

Stage 2 Community Studies • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Community Studies, students undertake highly individualised learning programs designed around their interests, goals, and personal growth. Students develop practical skills, knowledge, and community connections through projects, performances, investigations, or creative products. The subject provides flexible learning opportunities that support collaboration, communication, and engagement with authentic learning experiences.

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The College may subsidise a portion of the student’s personal project. All other costs and materials will need to be covered by the student and vary depending on the selected research.

Important note: This subject does not contribute towards your ATAR calculation.

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Research, Negotiate and Plan a Community Activity Evidence Collection Presentation Reflection

ASSESSMENTS School Based Assessment - Contract of Work (70%) • Development of contract • Folio • Presentation External Assessment (30%) • Reflection

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LEARNING AREAS > CROSS CURRICULAR

Cross Curricular

Stage 2 Workplace Practices • • • • • • • • • • • • •

SACE CREDITS 20 Credits

DURATION Full Year

MINIMUM ENTRY RECOMMENDATION N/A

SUBJECT DESCRIPTION

KEY LEARNINGS

COST

In Stage 2 Workplace Practices, students prepare for future employment and workplace pathways by developing employability skills, career planning knowledge, and practical workplace understanding. Students investigate the future of work, workplace expectations, and industry issues while participating in vocational learning opportunities, work-related experiences, and job-seeking activities. The subject supports students in developing the confidence and skills needed for successful transition beyond school.

At least two topics from: • Work in Australian Society • The Changing Nature of Work • Industrial Relations • Finding Employment • Vocational Learning

No additional costs anticipated

ASSESSMENTS School Based Assessment • Folio (25%) • Performance (25%) • Reflection (20%) External Assessment • Investigation (30%)

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EXTRA CURRICULAR

EXTRA CURRICULAR • • • • • • • • • • • • •

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EXTRA CURRICULAR

EXTRA CURRICULAR At St Martins, students are encouraged to extend their learning beyond the classroom through a range of co-curricular opportunities that foster creativity, teamwork, leadership, perseverance and personal growth. Participation in these programs allows students to pursue their interests, develop specialised skills and represent the College within the wider community. • • • • • • • • • • • • •

Concert Band

Concert Band is open to students who are developing their instrumental skills and wish to perform as part of a larger ensemble. Students rehearse regularly throughout the year and perform at College events, concerts, and community engagements. Concert Band develops musicianship, ensemble performance skills, confidence, discipline, and collaboration. Students learn to work together as part of a musical team while refining their technical and expressive performance abilities.

Step 2 Band

Step 2 Band is open to students with at least one year of instrumental experience. In most cases, students will have completed the Beginner Band program; however, all students who play a concert band instrument are welcome. This ensemble provides performance opportunities for students with developing instrumental experience to rehearse and perform in a supportive group setting. Students build confidence in reading music, playing within an ensemble, and preparing for public performances. Step 2 Band serves as an important pathway for students seeking to further develop their instrumental skills and progress to Concert Band and one of the Generations in Jazz ensembles.

Worship Band and Vocalists

Worship is an integral part of musical life at St Martins, and students in this ensemble assist in leading the community in song, reflection, and celebration. The group is open to students from Year 7 and above, including those with skills in playing an instrument and/or singing. The only prerequisite is a willingness to contribute musically to the faith life of the College. The ensemble welcomes students across a range of experience levels and provides a supportive space in which to grow as confident, expressive worship musicians. Participation encourages students to use their musical gifts in service, develop leadership skills, and contribute meaningfully to the faith life of the St Martins community. Through shared worship experiences, students build confidence, collaboration, and a strong sense of purpose.

Jazz Band A

Jazz Band A provides students with opportunities to perform contemporary instrumental repertoire and develop advanced ensemble performance skills. The ensemble focuses on jazz stylistic interpretation, stagecraft, and performance techniques, helping students build confidence and versatility as contemporary instrumentalists. Students selected for this ensemble commit to regular rehearsals and performances as part of the College’s Generations in Jazz program, developing discipline, teamwork, and high-level ensemble skills. 2027 Curriculum Handbook

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EXTRA CURRICULAR

EXTRA CURRICULAR Jazz Band B • • • • • • • • • • • • •

Jazz Band B provides students with opportunities to perform contemporary jazz repertoire as they are introduced to big band ensemble skills. The ensemble focuses on jazz stylistic interpretation, stagecraft, and performance techniques, helping students build confidence and versatility as contemporary instrumentalists. Students selected for this ensemble commit to regular rehearsals and performances as part of the College’s Generations in Jazz program, developing discipline, teamwork, and high-level ensemble skills.

Jazz Combo

Jazz Combo offers students an introduction to small-group jazz performance, emphasising independence, listening skills, and collaborative musicianship. Students in this ensemble typically have prior experience in the College’s jazz programs and are ready to explore improvisation and interactive ensemble playing. Rehearsals for Jazz Combo run throughout the year, with a major focus on preparing for the Generations in Jazz Festival. Students selected for this ensemble commit to regular rehearsals and performances, developing discipline, teamwork, and high-level small-ensemble skills.

Concert Choir

Concert Choir is open to all students from Year 7 and above, with the only prerequisite being a genuine desire to sing. The ensemble welcomes students across a wide range of experience levels, providing an inclusive and supportive environment where young musicians can grow as confident, expressive performers. Students develop key vocal technique, musicianship, harmony skills, and performance confidence while preparing repertoire for a variety of College and community events throughout the year. Concert Choir fosters creativity, collaboration, and a positive ensemble culture, helping students build both musical and personal confidence through shared performance experiences.

Jazz Choir

Jazz Choir provides students with opportunities to perform contemporary vocal repertoire and develop advanced ensemble singing skills. The ensemble focuses on harmony, stylistic interpretation, stagecraft, and performance techniques, helping students build confidence and versatility as contemporary vocal performers. Rehearsals for Jazz Choir commence in Term 4 each year in preparation for the following year’s Generations in Jazz Festival. Students selected for Jazz Choir commit to regular rehearsals and performances as part of the College’s Generations in Jazz program, developing discipline, teamwork, and high-level ensemble skills.

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EXTRA CURRICULAR

EXTRA CURRICULAR Sporting Opportunities • • • • • • • • • • • • •

St Martins provides a diverse range of sporting opportunities that encourage students to develop teamwork, resilience, leadership, sportsmanship and a lifelong appreciation for physical activity. Through participation in school and interschool competitions, students have opportunities to represent the College, challenge themselves, build friendships and develop their skills in a supportive and inclusive environment. Extra-curricular sporting opportunities are offered throughout the year, with activities varying by season. Students of all ability levels are encouraged to become involved, whether participating for enjoyment, personal development or competition. Sports available to students may include Swimming, Athletics, Tennis, Hockey, Football, Basketball, Cross Country, Soccer, Netball, Volleyball, Cricket, Touch Football, Disc Golf and Lawn Bowls, along with various other opportunities that may arise throughout the individual year. Participation in sport supports the development of fitness, confidence, teamwork and sport-specific skills while providing opportunities to represent the College in local, regional and, in some cases, state-level competitions and events. Students are encouraged to pursue personal excellence, embrace challenge and contribute positively to both individual and team success. The College values the important role sport plays in promoting wellbeing, character development and a sense of belonging. Through these experiences, students are supported to explore new interests, develop confidence and demonstrate respect, commitment and sportsmanship both on and off the field.

Pedal Prix

Pedal Prix provides students with the opportunity to participate in human-powered vehicle racing as part of the South Australian Human Powered Vehicle Super Series. Students work collaboratively to design, prepare, maintain and race a three-wheeled vehicle in endurance events held throughout the year. Participation develops teamwork, problem-solving, resilience, fitness, communication and leadership skills. Students contribute both on and off the track through driving, pit crew responsibilities, strategy, engineering and event support. Pedal Prix welcomes students with a variety of interests and strengths and provides authentic opportunities to apply learning in science, technologies and teamwork.

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Frequently Asked Questions Why is getting my SACE important? SACE is widely recognised as the completion certificate for secondary school in South Australia. Employers recognise that students who have completed their SACE have obtained minimum literacy, numeracy and other subject skills and knowledge which will assist in employment. You also need to complete SACE to be considered for most TAFE and university courses. • • • • • • • • • • • • •

How long can I take to finish SACE? Most students complete their SACE through Years 10, 11 and 12, but you can take longer. You can count Stage 2 (Year 12 subjects) completed over three consecutive years of study towards your SACE and an ATAR. If you just want to complete SACE, you can take even longer to do this. What if I don’t finish my SACE by the end of Year 12? The College will endeavour to assist every student to complete SACE but sometimes students do not meet grade expectations or unexpected circumstances occur. You can do Year 13 full or part-time to complete the missing components of SACE. There are also subjects at TAFE that are recognised, so if you complete some further study immediately after Year 12 (for example some Certificate 1 or 2 subjects), you can approach the SACE Board to have these recognised and complete your SACE after you leave school. Are there things I should watch out for in SACE? SACE has certain compulsory subjects that must be passed at C grade or higher (C- standard at Year 12). You need to make sure you meet these requirements. There are other conditions so read the sections on SACE patterns carefully.

SUBJECT SELECTIONS • Year 7 • Year 8 • Year 9 • Year 10 • Year 11 • Year 12

How are SACE subjects assessed? In Stage 1 (Year 10 and 11 SACE subjects) you will be assessed from A to E. For Stage 2 (Year 12) the subjects are graded A+ to E-. Every subject will have particular assessment types that your teachers will plan for and include to meet the requirements. For Stage 2, all subjects have a 30% external assessment component that is assessed by markers set by the SACE Board. Only Stage 2 subjects count towards your ATAR.

Does everyone need an ATAR? If you are considering university entry, an ATAR is the most common pathway for school leavers. However, there are other ways to get to university, so if you do not achieve an ATAR now, alternate pathways exist.

How is VET included in SACE? Certain certificate courses through vocational training programs and TAFE can be included in SACE. It is important that you check program details with the VET Coordinator to ensure you will receive enough credits to meet SACE requirements for the VET program you have chosen.

What if I am ill during my SACE? There are Special Provisions that assist students if they are ill or have unexpected circumstances (e.g. bereavement, accidents, family circumstances). SACE provide guidelines that schools need to follow with regards to applications for Special Provisions, so if your learning is affected by illness or other circumstances, speak to the SACE Coordinator as soon as possible to discuss the options.

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Frequently Asked Questions

• • • • • • • • • • • • •

What if I have trouble with my subjects due to a learning difficulty? Special Provisions also provide guidelines on allowable supports for students. The College will follow the SACE rules regarding assisting students. Under certain circumstances, students can have extra time, do an assessment a different way, have separate rooms for assessments or use a computer along with a variety of other options. Each student’s circumstance will be considered individually, and each subject has different criteria that need to be met. Teachers need to ensure that the minimum subject requirements are met so not all variations are possible in every subject. If special provisions need to be explored students and caregivers should request an appointment in the first instance with the SACE Leader. The criteria and requirements will be clearly explained. What happens if a subject I want to do is not offered? Our timetable is designed to maximise students’ subject preferences at the time of selection. However, after subject selection closes, if a class is too small to run, a course counsellor will discuss alternative options from your subject selection with you. Open Access College may also be an option, however, it is only facilitated by the school under set criteria. What happens if I change my mind about my subject selections after the process has finished? The original subject selections are used to create the timetable for the following year immediately after subject selection closes. If a student changes their mind about a subject once the timetable is completed, they will need to meet with a member of the course counselling team to see if their new preferred subject is a viable option. Subject changes, once the timetable is developed, will always be subject to the class running, having space in the class for the additional student, and fitting into their timetable. Once the timetable is set, preferences are no longer relevant, and all subject changes need to be discussed with the SACE Leader or the Head of Learning, Teaching and Innovation. In addition, if a student is making subject changes, they may also be asked to meet with the Future Pathways Leader, as these changes could impact their career pathway. This ensures that any new subject selections align with the student’s future goals and pathways. For more information or assistance, please contact the Head of Learning, Teaching and Innovation or the Future Pathways Leader.

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Useful Websites

• • • • • • • • • • • • •

SACE Board www.sace.sa.edu.au

Adelaide University www.adelaide.edu.au

SACE Board - Community Learning www.sace.sa.edu.au/studying/recognisedlearning/community-learning

Flinders University www.flinders.edu.au

SACE Board - VET www.sace.sa.edu.au/vet SACE - Students Online apps.sace.sa.edu.au/students-online SATAC www.satac.edu.au

Charles Darwin University www.cdu.edu.au Tafe SA www.tafesa.edu.au My Future myfuture.edu.au/home

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Glossary SACE Board The State body, independent of both education systems and tertiary institutions, with the specific responsibility for the administration of the assessment of the SACE. • • • • • • • • • • • • •

Stage 1 The first stage of the SACE - This typically starts in Year 10 and is completed by the end of Year 11. Stage 2 The second stage of the SACE - This will usually be undertaken in Year 12. The terms Stage 1 and 2 are used as the completion of these stages is quite fluid and can happen at any time. Credits Semester length subjects are worth 10 credits, whilst full year subjects are worth 20 credits. Most Stage 1 subjects are designed to be completed in one semester and attract 10 credits, whilst most Stage 2 subjects go for a full year and attract 20 credits. SATAC South Australian Tertiary Admissions Centre (SATAC) – The body that accepts all applications for universities and TAFE in South Australia. ATAR The Australian Tertiary Admissions Ranking (ATAR). This ranks every eligible student in the state by their achievement and is used by SATAC for study offers. TAS Tertiary Admissions Subject (TAS). Most subjects in the SACE are TAS subjects. Check with the teacher offering the subject to confirm. Capabilities Skills that are learnt alongside formal study. Assessments are designed to cover these skills to prepare students for their futures.

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