2021 stage 1 curriculum handbook - marryatville high school

2021

Stage 1

Curriculum

Handbook

Introduction This curriculum guide provides information regarding the broad range of programs offered at

Marryatville High School and specific course descriptions of subjects within these programs. It is

designed to provide students the important information needed to make informed decisions about

potential and preferred pathways for schooling and future pathways and careers.

At Marryatville High School, we strive to provide all students the capabilities required to be active

global citizens. Students are encouraged to learn, think creatively, critically and independently and to

continue to aim for personal achievements in a student-centred learning environment.

Subject Selection and Course Counselling Process Students will receive information regarding the subject selection process during Term 3. Students will

have the opportunity to gain advice on potential pathways and study options with Parents,

Homegroup teachers, Learning Area Leaders, Year Level Leaders, Subject Specific Staff and Course

Counsellors. Engaging in conversations with as many people as possible is crucial to ensure the

correct course is selected in the subject selection process.

Please note that recommendations are:

• To be used as a guide for student subject choice

• Indicate that a student is capable of success in that subject area

• Not a “should do” that subject

• Students should be discouraged from choosing against recommendations.

• Please note on the selection form or in your HG folder (comments section) if a student chooses against

recommendations

• Subjects without recommendations = will accept any students

Recommendations to all Students Before selecting a subject or course there are a number of important steps to consider:

• Possible future pathways based on current levels of performance, as well as ambitions and capabilities.

• Success with, and enjoyment of current subjects.

• Plans and goals for the future and subjects required to achieve these goals.

• Requirements of university, TAFE enrolment or employment.

Subject Availability Every effort will be made to place students into the subjects of their choice. However, the availability

of subjects offered will be dependent on the number of students selecting the subject and staff

availability. Students will be supported in selecting an alternative subject if needed.

Course re-counselling will occur in Term 4 for any student who may need to refine their selections as

a result of the timetabling process or pathway changes. Once the timetable has been set, very little

space is available to students wanting to change subjects in Term 1.

Information about the SACE

The South Australian Certificate of Education (SACE) is a certificate awarded to students who

successfully complete compulsory requirements in their senior secondary education. The SACE is a

certificate of completion for secondary education in South Australia and forms the basis for entry into

higher education.

The SACE meets the needs of students, families, higher and further education providers, employers

and the community. The SACE will continue to help students develop the skills and knowledge needed

to succeed, whether they are headed for further education and training, university, an apprenticeship

or straight into the workforce.

The certificate is based on two stages of achievement. Stage 1 is normally undertaken in Year 11 and

Stage 2 is completed in Year 12. Students will be able to study a wide range of subjects and courses as

part of the SACE.

The SACE certificate will be awarded to students upon completion of their secondary schooling.

As part of the SACE students will:

• receive credits for different forms of education and training (such as academic subjects,

learning a trade, TAFE, vocational training and community service) provided they are

recognised by the SACE Board.

• be able to return to their studies at any time in the future to complete the SACE without

losing credit for work already undertaken.

• receive A - E grades in every Stage 1 subject and A+ - E- grades for Stage 2 subjects.

• have thirty per cent of their work in every Stage 2 subject externally assessed. This will be

done in various ways, including examinations, practical performances or presentations.

The requirements to achieve the SACE

To gain the certificate students must earn 200 credits. Ten credits are equivalent to one semester or

six months’ study in a particular subject or course.

To be awarded the SACE certificate, students must have completed 200 credits as per the SACE

pattern below.

The SACE Planner is a good guide to help students prepare for their SACE. The planner enables

students to recognise credits already achieved and was is necessary for successful SACE completion

with or without an ATAR

Please find below some links which will provide up to date information about SACE, special provisions

and subjects selection criteria.

• SACE Students and Families Information

• Course Counselling Fact Sheet

• Special Provisions

• VET and Recognised Learning

https://www.sace.sa.edu.au/documents/652891/3177536/SACE+Planner+2014.pdf/adaae454-5f5a-468b-a8ac-0e10298c7294

https://www.sace.sa.edu.au/studying

https://www.sace.sa.edu.au/schools/sace-overview/course-counselling

http://www.sace.sa.edu.au/web/special-provisions

https://www.sace.sa.edu.au/studying/recognised-learning

CONTENTS PAGE

Introduction ............................................................................................................................................ 2

Subject Selection and Course Counselling Process ............................................................................. 2

Information about the SACE ................................................................................................................... 3

CONTENTS PAGE ..................................................................................................................................... 5

Year 11 Curriculum ................................................................................................................................. 8

Arts ........................................................................................................................................................ 10

Dance ................................................................................................................................................ 11

Drama ................................................................................................................................................ 12

Media Arts ......................................................................................................................................... 13

Visual Arts ......................................................................................................................................... 14

Stage 1 Creative Arts ......................................................................................................................... 15

Stage 1 Drama A ................................................................................................................................ 16

Stage 1 Drama B ................................................................................................................................ 17

Stage 1 Theatre Technology .............................................................................................................. 18

Stage 1 Visual Arts - Design A ........................................................................................................... 19

Stage 1 Visual Arts - Design B ............................................................................................................ 20

Stage 1 Visual Arts A ......................................................................................................................... 21

Stage 1 Visual Arts B ......................................................................................................................... 22

Co-Curricular Program .......................................................................................................................... 23

Cross-Disciplinary .................................................................................................................................. 25

Wellbeing Leadership Support Group ............................................................................................... 26

English and EAL ..................................................................................................................................... 27

Stage 1 English A (Semester1) .......................................................................................................... 29

Stage 1 English as an Additional Language A (Semester 1) .............................................................. 30

Stage 1 English as an Additional Language B (Semester 2)............................................................... 31

Stage 1 English D (Semester 2) ......................................................................................................... 32

Stage 1 English S - Pre English Literary Studies (Semester 2) ........................................................... 33

Stage 1 Essential English (Semester 1) (EAL and Pathways) ............................................................. 34

Stage 1 Essential English (Semester 2) (EAL and Pathways) ............................................................. 35

Stage 1 Journalism ............................................................................................................................ 36

Flexible Learning Options ...................................................................................................................... 37

Humanities and Social Sciences ............................................................................................................ 40

Geography ......................................................................................................................................... 41

History ............................................................................................................................................... 42

Stage 1 Accounting ........................................................................................................................... 43

Stage 1 Business Innovation ............................................................................................................. 44

Stage 1 Economics ............................................................................................................................ 45

Stage 1 Geography ............................................................................................................................ 46

Stage 1 Legal Studies A ..................................................................................................................... 47

Stage 1 Legal Studies B...................................................................................................................... 48

Stage 1 Modern History A ................................................................................................................. 49

Stage 1 Modern History B ................................................................................................................. 50

Stage 1 Philosophy ............................................................................................................................ 51

Stage 1 Society and Culture .............................................................................................................. 52

Health & Physical Education ................................................................................................................. 53

Stage 1 Health and Wellbeing ........................................................................................................... 54

Stage 1 Health ................................................................................................................................... 55

Stage 1 Outdoor Education A ............................................................................................................ 56

Stage 1 Outdoor Education B ............................................................................................................ 57

Stage 1 Physical Education A ............................................................................................................ 58

Stage 1 Physical Education B ............................................................................................................. 59

International Programs ......................................................................................................................... 60

High School Study Abroad Programs ................................................................................................ 60

Year 10 International Studies ............................................................................................................ 61

Intensive Secondary English Course (ISEC) ........................................................................................... 62

Languages ............................................................................................................................................. 64

Stage 1 Chinese - Background Speakers ........................................................................................... 65

Stage 1 Chinese - Continuers ............................................................................................................ 66

Stage 1 French - Continuers .............................................................................................................. 67

Stage 1 Japanese - Continuers .......................................................................................................... 68

Mathematics ......................................................................................................................................... 69

Stage 1 Essential Mathematics A ...................................................................................................... 70

Stage 1 Essential Mathematics B ...................................................................................................... 71

Stage 1 General Mathematics A ....................................................................................................... 72

Stage 1 General Mathematics B ........................................................................................................ 73

Stage 1 Mathematical Methods A, B and C ...................................................................................... 74

Stage 1 Specialist Maths ................................................................................................................... 75

Music ..................................................................................................................................................... 76

Special Interest Music ....................................................................................................................... 77

Stage 1 Exploring Popular Music (Sem 1) ......................................................................................... 79

Stage 1 Exploring Film Music (Sem 2) ............................................................................................... 80

Stage 1 Music Studies ....................................................................................................................... 81

Stage 1 Music Technology................................................................................................................. 82

Stage 1 Personal Learning Plan ............................................................................................................. 83

Science .................................................................................................................................................. 84

Stage 1 Biochemistry ......................................................................................................................... 85

Stage 1 Biology A ............................................................................................................................... 86

Stage 1 Biology B ............................................................................................................................... 87

Stage 1 Chemistry ............................................................................................................................. 88

Stage 1 Biochemistry ......................................................................................................................... 89

Stage 1 Physics .................................................................................................................................. 90

Stage 1 Psychology ............................................................................................................................ 91

Stage 1 Nutrition ............................................................................................................................... 92

Technologies ......................................................................................................................................... 93

CAD Engineering & Advanced Manufacturing .................................................................................. 95

Material Solutions Alloy and Metal Manufacturing ......................................................................... 96

Child Care (VET)................................................................................................................................. 97

Coding & Game Development .......................................................................................................... 98

Fashion Design & Entrepreneurship ................................................................................................. 99

Food & Hospitality: Contemporary Food Trends ............................................................................ 100

Food and Hospitality Industry Skills & Concepts ............................................................................ 101

Information Processing and Publishing .......................................................................................... 102

Material Solutions Timber Furniture Design ................................................................................... 103

Robotic and Electronic Systems ...................................................................................................... 104

Tennis .................................................................................................................................................. 105

Special Interest Tennis .................................................................................................................... 105

Special Tennis Program ................................................................................................................... 107

Stage 1 Tennis ................................................................................................................................. 108

Workplace Practices ............................................................................................................................ 109

Stage 1 Workplace Practices ........................................................................................................... 109

VET ...................................................................................................................................................... 110

East Adelaide Secondary Vocation Alliance .................................................................................... 110

Cross-Disciplinary/Innovation ............................................................................................................. 111

Community Challenge ..................................................................................................................... 112

Wellbeing Leadership Support Group ............................................................................................. 113

Integrated Learning – STEM Innovation Experience ....................................................................... 114

Sustainability ................................................................................................................................... 115

Year 11 Curriculum SACE completion occurs from achievement at both Year 11 and 12. The majority of students at

Marryatville High School complete the Personal Learning Plan (PLP) at Year 10 level, which signifies

the start of the SACE journey. Students at Year 11 complete compulsory subjects in Literacy and

Numeracy in order to gain SACE credits. A full year of Literacy and a semester of Numeracy is

required with a minimum ‘C’ grade to gain credits in these areas.

Year 11 Students will be required to choose an additional seven semesters worth of elective subjects.

Students will complete a semester of Research Skills followed by the Research Project. The Research

Project is a compulsory Year 12 subject completed in Year 11. Combining the Research Project with

Year 12 subjects enables students to achieve the SACE and obtain and ATAR.

Year 11 Curriculum

COMPULSORY

English - Semester 1

• English OR

• Essential English Pathways OR

• Essential English EAL OR

• English as Additional Language OR English - Semester 2

• As per Semester 1 English unless Pre English Literary Studies

1

1

Mathematics - Semester 1

• Mathematics A

• General Mathematics A

• Essential Mathematics A

1

Research Skills

• Research Skills - Semester 1

• Research Project - Semester 2

1 1

Total 5

CHOICE

Art & Design

• Theatre Technology

• Visual Arts A

• Visual Arts B

• Visual Arts Design A

• Visual Arts Design B

• Drama A

• Drama B Business & Enterprise

• Economics

• Accounting

• Legal Studies A

• Legal Studies B

• Business Innovation

• Workplace Practices Technologies

• Information Processing and Publishing

• Material Technologies -Women Who Weld

• Alloy and Metal Manufacturing

• Material Solutions -Timber

• Robotic and Electronic Systems

• Coding and Game Development

• Engineering Advanced Manufacturing

• Food and Hospitality: Industry skills and

• concepts

• Food & Hospitality: Contemporary Food

• Trends

• Fashion Design & Entrepreneurship

• Child Care (VET Internal)

Humanities and Social Sciences

• Modern History A

• Modern History B

• Geography

• Society and Culture

• Philosophy Languages (full year)

• Chinese Continuers

• Chinese Background Speakers

• French Continuers

• Japanese Continuers Mathematics

• Mathematical Methods B

• Mathematical Methods C

• Specialist Mathematics

• General Mathematics B

• Essential Mathematics B English

• Journalism

Music

• Music Studies (Full Year)

• Music Technology

• Exploring Popular Music

• Exploring Film Music Health & Physical Education

• Physical Education A

• Physical Education B

• Health and Wellbeing

• Outdoor Education Science

• Biology A

• Biology B

• Biochemistry

• Chemistry (Full Year)

• Physics (Full Year)

• Psychology

• Nutrition Cross Curriculum Innovation

• Community Challenge (9-11)

• Tennis

• STEMIE Comp (9-11)

• Sustainability (9-11)

• Peer Support • Wellbeing Leadership

7

MARRYATVILLE HIGH SCHOOL YR 11 (STAGE1) SUBJECT SELECTION 2021 Family Name: ......................................................... Given Name: ........................................... 2020 HG: ............

COMPULSORY SUBJECTS (5)

Learning Area / Subject Name My Selections

English - Semester 1 (Select 1)

• English OR

• Essential English Pathways OR

• Essential English EAL OR

• English as Additional Language

English - Semester 2 (Select 1)

As per Semester 1 English Selection unless recommended for

• Pre English Literary Studies

Mathematics - Semester 1 (Select 1)

• Mathematical Methods A

• General Mathematics A

• Essential Mathematics A

Research Skills - Semester 1 (Select 1) International or Mainstream (please circle)

Research Project - Semester 2 Research Project Choose an additional seven semesters from the subjects listed below. Please note subjects that are listed as Full year must take up two choices below.

CHOICE SUBJECTS (7)

Learning Area / Subject Name My Selections Art & Design

• Theatre Technology

• Visual Arts A

• Visual Arts B

• Visual Arts Design A

• Visual Arts Design B

• Drama A

• Drama B Business & Enterprise

• Economics

• Accounting

• Legal Studies A

• Legal Studies B

• Business Innovation

• Workplace Practices Technologies

• Information Processing and Publishing

• Material Technologies -Women Who Weld

• Alloy and Metal Manufacturing

• Material Solutions -Timber

• Robotic and Electronic Systems

• Coding and Game Development

• Engineering Advanced Manufacturing

• Food and Hospitality: Industry skills and concepts

• Food & Hospitality: Contemporary Food Trends

• Fashion Design & Entrepreneurship

• Child Care (VET Internal)

• Smart Technologies(9-11)


• Modern History A

• Modern History B

• Geography

• Society and Culture

• Philosophy

Languages (full year)

• Chinese Continuers

• Chinese Background Speakers

• French Continuers

• Japanese Continuers Mathematics

• Mathematical Methods B

• Mathematical Methods C

• Specialist Mathematics

• General Mathematics B

• Essential Mathematics B Music

• Music Studies (Full Year)

• Music Technology

• Exploring Popular Music

• Exploring Film Music Health & Physical Education

• Physical Education A

• Physical Education B

• Health and Wellbeing

• Outdoor Education Science

• Biology A

• Biology B

• Biochemistry

• Chemistry (Full Year)

• Physics (Full Year)

• Psychology

• Nutrition Cross Curriculum Innovation

• Community Challenge (9-11)

• Tennis

• STEMIE Comp (911)

• Sustainability (9-11)

• Peer Support

• Wellbeing Leadership English

• Journalism

Choice #1

Choice #2

Choice #3

Choice #4

Choice #5

Choice #6

Choice #7

REPLACEMENT SUBJECTS

Reserve Choice#1 Reserve Choice #2

SUBJECT OUTSIDE OF MHS List any subjects to be studied in addition to MHS subject selections Subject:

Venue:

CHOOSING A VET COURSE

All VET enrolments require an additional counselling and admission process. All potential

enrolments MUST see Ms Hudson on or before Course Counselling Day.

Arts

The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and

encouraging them to reach their creative and expressive potential. The five Arts subjects in the

Australian Curriculum are Dance, Drama, Media Arts, Music, and Visual Arts. Together they provide

opportunities for students to learn how to create, design, represent, communicate and share their

imagined and conceptual ideas, emotions, observations and experiences.

At Marryatville High School we offer five subjects of the Australian Curriculum Arts curriculum.

• Dance

• Drama

• Music

• Media Arts

• Visual Arts

Rich in tradition, the Arts play a major role in the development and expression of cultures and

communities, locally, nationally and globally. Students communicate ideas in current, traditional and

emerging forms and use arts knowledge and understanding to make sense of their world. The

Australian Curriculum: The Arts values, respects and explores the significant contributions of

Aboriginal and Torres Strait Islander Peoples to Australia’s arts heritage and contemporary arts

practices through their distinctive ways of representing and communicating knowledge, traditions and

experience. In the Arts, students learn as artists and audience through the intellectual, emotional and

sensory experiences of the Arts. They acquire knowledge, skills and understanding specific to the Arts

subjects and develop a critical understanding that informs decision making and aesthetic choices.

Through the Arts, students learn to express their ideas, thoughts and opinions as they discover and

interpret the world. They learn that designing, producing and resolving their work is as essential to

learning in the Arts as is creating a finished artwork. Students develop their Arts knowledge and

aesthetic understanding through a growing comprehension of the distinct and related languages,

symbols, techniques, processes and skills of the Arts subjects. Arts learning provides students with

opportunities to engage with creative industries and arts professionals.

The Arts entertain, challenge, provoke responses and enrich our knowledge of self, communities,

world cultures and histories. The Arts contribute to the development of confident and creative

individuals, nurturing and challenging active and informed citizens. Learning in the Arts is based on

cognitive, affective and sensory/kinaesthetic response to arts practices as students revisit increasingly

complex content, skills and processes with developing confidence and sophistication across their

years of learning. By creating and analysing art works students develop transversal capabilities such as

Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and

Communication Technology, Ethical and Intercultural Understandings

This rationale is extended and complemented by specific rationales for each Arts subject.

Dance

This rationale complements and extends the rationale for The Arts learning area. Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Like all art forms, dance has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.

Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving individually and collaboratively. Students choreograph, rehearse, perform and respond as they engage with dance practice and practitioners in their own and others’ cultures and communities.

Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and expressive skills. They respond to their own and others’ dances using physical and verbal communication.

Active participation as dancers, choreographers and audiences promotes students’ wellbeing and social inclusion. Learning in and through dance enhances students’ knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity.

In making and analysing dance students develop capabilities such as Literacy, Numeracy, Critical and

Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and

Intercultural Understandings.

*Please note that Dance will not be offered as a subject to students in 2021*

Drama

This rationale complements and extends the rationale for The Arts learning area.

Drama is the expression and exploration of personal, cultural and social worlds through role and

situation that engages, entertains and challenges. Students create meaning as drama makers,

performers and audiences as they enjoy and analyse their own and others’ stories and points of view.

Like all art forms, drama has the capacity to engage, inspire and enrich all students, excite the

imagination and encourage students to reach their creative and expressive potential.

Drama enables students to imagine and participate in exploration of their worlds, individually and

collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to

explore and depict real and imagined worlds. They create, rehearse, perform and respond using the

elements and conventions of drama and emerging and existing technologies available to them. They

are excited by exploring their imagination and taking risks in storytelling through role and dramatic

action.

Students develop a sense of inquiry and empathy by exploring the diversity of drama in the

contemporary world and in other times, traditions, places and cultures. In making and staging drama

students develop capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and

Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Media Arts


Media Arts involves creating representations of the world and telling stories through communications

technologies such as television, film, video, newspapers, radio, video games, the internet and mobile

media. Media Arts connects audiences, purposes and ideas, exploring concepts and viewpoints

through the creative use of materials and technologies. Like all art forms, media arts has the capacity

to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach

their creative and expressive potential.

Media Arts enables students to create and communicate representations of diverse worlds and

investigate the impact and influence of media artworks on those worlds, both individually and

collaboratively. As an art form evolving in the twenty-first century, Media Arts enables students to use

existing and emerging technologies as they explore imagery, text and sound and create meaning as

they participate in, experiment with and interpret diverse cultures and communications practices.

Students learn to be critically aware of ways that the media are culturally used and negotiated, and

are dynamic and central to the way they make sense of the world and of themselves. They learn to

interpret, analyse and develop media practices through their media arts making experiences. They are

inspired to imagine, collaborate and take on responsibilities in planning, designing and producing

media artworks.

Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors

that shape contemporary communication through media technologies and globally networked

communications. By making and analysing Media Arts works students develop capabilities such as

Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and

Communication Technology, Ethical and Intercultural Understandings.

Visual Arts


Visual Arts includes the fields of art, craft and design. Learning in and through these fields, students

create visual representations that communicate, challenge and express their own and others’ ideas as

artist and audience. They develop perceptual and conceptual understanding, critical reasoning and

practical skills through exploring and expanding their understanding of their world, and other worlds.

They learn about the role of the artist, craftsperson and designer, their contribution to society, and

the significance of the creative industries. Similarly with the other art forms, the visual arts has the

capacity to engage, inspire and enrich the lives of students, encouraging them to reach their creative

and intellectual potential by igniting informed, imaginative and innovative thinking.

Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills

to represent meaning associated with personal and global views, and intrinsic and extrinsic worlds.

Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant

to visual perception and visual language. Students undertake this journey by utilising visual

techniques, technologies, practices and processes. Learning in the Visual Arts, students become

increasingly confident and proficient in achieving their personal visual aesthetic and appreciate and

value that of others.

Visual Arts supports students to view the world through various lenses and contexts. They recognise

the significance of visual arts histories, theories and practices, exploring and responding to artists,

craftspeople and designers and their artworks. They apply visual arts knowledge in order to make

critical judgments about their own importance as artists and audiences. Learning in the Visual Arts

helps students to develop understanding of world culture and their responsibilities as global citizens.

In making and analysing artworks students develop transversal capabilities such as Literacy,

Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication

Technology, Ethical and Intercultural Understandings.

Stage 1 Creative Arts

Subject Code:

Length of Course: Semester

Credit Points and TAS Status: 10 Points

Recommend Background: Satisfactory achievement of Media Arts or an Arts subject

Course Outline

In Creative Arts, students have opportunities for specialised study within and across those arts

disciplines that are offered as subjects within the SACE — that is, Dance, Drama, Music, and Visual

Arts. In their study of Creative Arts, students have opportunities to make connections with vocational

education and training (VET) courses.

By working productively within or across the performing, visual, screen, and literary arts, students

learn to synthesise aspects of various arts disciplines, as well as to maintain the integrity of those

disciplines. Students actively participate in the development and presentation of creative arts

products. These may take the form of, for example, musicals, plays, concerts, visual artefacts, digital

media, film and video, public arts projects, community performances, presentations and installations,

and vocal groups or other ensembles.

Focused study of the work of creative arts practitioners provides students with in-depth knowledge of

the nature of their work and their roles and responsibilities within the creative arts. Students build a

personal aesthetic by working in the creative arts and appraising creative arts products. By analysing

and evaluating creative arts products in different contexts and from various perspectives, students

gain an understanding and appreciation of the ways in which creative arts contribute to and shape

the intellectual, social, and cultural life of individuals and communities.

Assessment

• Assessment Type 1: Product

• Assessment Type 2: Folio.- Investigation, Skills assessment

Note: The following information and link will appear at the end of all Stage 2 Subject pages.

Further information on post school pathways:

SATAC tertiary entrance booklet.

Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with

parents. Costs for excursions and workshops, that include entry fees and transport

Stage 1 Drama A

Subject Code: 1DRAA Length of course: Semester Credit points: 10 points Recommended Background: Successful completion of Year 10 Drama A or Year 10 Drama B. Course Outline In Drama, students develop their creativity, collaboration, critical thinking, and communication skills. They refine their literacy, numeracy, ethical understanding, and intercultural understanding, and develop self-belief and self-confidence.

Students learn as artists and as creative entrepreneurs through their exploration of shared human experience, which is at the heart of the study of Drama. Students learn to engage meaningfully with others through the creation of original relationships between presenter, audience, idea, and story. They learn that shared narratives underpin our understanding of everything we think and do in the world around us, and that our cultural narratives are created collaboratively. Drama is active and participatory, involving the process of imagining, developing, and creating original narratives, viewpoints, and artistic products.

In Drama, students adopt roles from the dramatic fields of theatre and/or screen. They apply the dramatic process to create outcomes and take informed artistic risks to present the unique voices of individuals, communities, and cultures. Through focused, practical, and collaborative learning opportunities, students refine their skills and increase their confidence as communicators by creating live, multimodal, oral, and written products.

Topics Included:

Working as a company to create work in an on or offstage role

Using technology in the creation of work

Responding to contemporary theatre/ screen

Research and application of Theatrical styles to create work

Assessment:

• Company and Performance – Performance and Presentation of Evidence 40%

• Drama and Technology a Creative Synthesis 30%

• Responding to Drama 30%

Additional Costs:

• Costs for excursions that include tickets and transport to see live performances

https://coursehub.marryatvillehs.sa.edu.au/staff/TL/Curriculum%20Handbook/Year%2010%20Drama%20A.html

https://coursehub.marryatvillehs.sa.edu.au/staff/TL/Curriculum%20Handbook/Year%2010%20Drama%20B.html

Stage 1 Drama B

Subject Code: 1DRAB Length of course: Semester Credit points: 10 points Recommended Background: Successful completion of Year 10 Drama A or Year 10 Drama B. Course Outline In Drama, students develop their creativity, collaboration, critical thinking, and communication skills. They refine their literacy, numeracy, ethical understanding, and intercultural understanding, and develop self-belief and self-confidence.

Students, as artists, create a company and work as creative entrepreneurs who create work that reflects, analyses and explores many viewpoints.

In Drama, students will adopt roles from the dramatic fields of theatre and/or screen. They will apply dramatic skills and processes to work as individuals and collaboratively to create live, multimodal, oral, and written products.

Topics Included:

• Creating a Company

• Research and application of theatrical/ film styles

• Drama and Technology

Assessment:

• Company and Performance – Performance and Presentation of Evidence 40%

• Creative Synthesis 30%

• Responding to Drama 30%

Additional Costs:

• Costs for excursions that include tickets and transport to see live performances

Stage 1 Theatre Technology

Subject Code: 1DRT Length of course: Semester Credit points: 10 points Recommended Background: Successful completion of Year 10 Theatre Technology and/or Year 10 Drama Topics include: Students have opportunities for specialised study of offstage roles in Drama. In their study students will utilize the Creative Arts process to interpret, develop, produce and reflect on designs for the stage.

Students actively participate in the development and presentation of offstage products. Students will develop the skills of offstage roles like, costume designer, makeup designer or lighting designer through practical tasks, excursions, research and evaluation tasks. These may take the form of, for example, plays, concerts, visual artefacts, digital media, film and video, community performances, presentations and installations.

Focused study of the work of creative arts practitioners provides students with in-depth knowledge of the nature of their work and their roles and responsibilities within the creative arts. Students build a personal aesthetic by working in the creative arts and appraising creative arts products. By analysing and evaluating creative arts products in different contexts and from various perspectives, students gain an understanding and appreciation of the ways in which creative arts contribute to and shape the intellectual, social, and cultural life of individuals and communities.

Assessment:

• Product 60%- for one or more productions

• Folio 20%- Inquiry into a practitioner and use these techniques to create a product

• Folio 20%- Skills Assessment

Stage 1 Visual Arts - Design A

Subject Code: 1DSNA

Length of course: Semester

Credit points: 10 points

Recommended Background: Satisfactory completion of Year 10 Visual Art 2A or

Year 10 Visual Art 3D or Year 10 Visual Art- Design A or Year 10 Visual Art-Design B

Course Outline:

Students research, analyse, explore and experiment with media and technique, and resolve and

produce practical work.

They use visual thinking and investigation to develop ideas and concepts, refine technical skills, and

produce imaginative solutions.

Students learn to communicate personal ideas, beliefs, values, thoughts, feelings, concepts and

opinions, and provide observations of their lived or imagined experiences in visual form.

Topics Included:

Students produce one Folio that documents their visual learning, in support of their works of design.

Students will focus their Folio on Graphics or Product Design (eg. Corporate Identity, Fashion Design).

The Folio should include evidence of visual learning, such as:

• starting points of visual thinking

• the application of creative thinking and/or problem solving skills

• sources of inspiration and influence

• the analysis of works of design

• the development of alternative ideas or concepts

• the evaluation and review of ideas and progress

• annotated comments to clarify thinking

• explorations with genre, materials, and technology

• the practice and application of skills

• refinement of ideas leading up to decisions about the final resolved product

Practicals are resolved from visual thinking and learning documented in the Folio. The Practical

consists of two parts:

• Practical work – final presentation

• Practitioner’s Statement

The Visual Study is an exploration, and/or experimentation with, a style, an idea, a concept, media,

materials, methods, techniques, and/or technologies. Students base their exploration and/or

experimentation on analysis of the work of other practitioners, individual research, and the

development of visual thinking and/or technical skills. They present the findings of their Visual Study

as well as their conclusions and insights.

Assessment:

• Folio 40%

• Practical 30%

• Visual Study 30%

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%2010%20Art%202D.html


https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%2010%20Design%20A.html

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%2010%20Design%20B.html

Stage 1 Visual Arts - Design B

Subject Code: 1DSNB



Recommended Background: Satisfactory completion of Year 10 Visuals Art- Design A or Year 10 Visual

Arts- Design B

Course Outline:

Students research, analyse, explore and experiment with media and technique, and resolve and

produce practical work.



Students learn to communicate personal ideas, beliefs, values, thoughts, feelings, concepts and

opinions, and provide observations of their lived or imagined experiences in visual form.

Topics Included:

Students produce one Folio that documents their visual learning, in support of their works of design.

Students will focus their Folio on Environmental Design (eg. Energy efficient holiday house design).

The Folio should include evidence of visual learning, such as:




• the analysis of works of design







Practicals are resolved from visual thinking and learning documented in the Folio. The Practical

consists of two parts:

• Practical work scale model – final presentation




experimentation on analysis of the work of other practitioners, individual research, and the

development of visual thinking and/or technical skills. They present the findings of their Visual Study

as well as their conclusions and insights.

Assessment:

• Folio 40%

• Practical 30%


https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%2010%20Design%20A.html



Stage 1 Visual Arts A

Subject Code: 1ARTA



Recommended Background: Satisfactory completion of Year 10 Visual Arts 2D or Year 10 Visual Arts 3D.

Course Outline:

Students research, analyse, explore and experiment with media and technique, and resolve and produce

practical work. They use visual thinking and investigation to develop ideas and concepts, refine technical

skills, and produce imaginative solutions.

Students learn to communicate personal ideas, beliefs, values, thoughts, feelings, concepts and opinions,

and provide observations of their lived or imagined experiences in visual form.

Topics Included:

Students produce one Folio that documents their visual learning, in support of their works of art. Students

will focus their Folio on negotiated themes (eg. Personal Identity and Objects, Objects and Interiors,

Transitions: Transformations). Students selecting a full year of Visual Arts A and B would not repeat any

topic or theme. The Folio should include evidence of visual learning, such as:




• the analysis of works of art







All practicals are resolved from visual thinking and learning documented in the Folio. The Practical consists

of two parts:





experimentation on analysis of the work of other practitioners, individual research, and the development

of visual thinking and/or technical skills. They present the findings of their Visual Study as well as their

conclusions and insights.

Assessment:

• Folio 40%

• Practical 30%


Additional Costs:





Stage 1 Visual Arts B

Subject Code: 1ARTB



Recommended Background: Satisfactory completion of Year 10 Visual Arts 2D or Year 10 Visual Arts 3D.

Course Outline:

Students research, analyse, explore and experiment with media and technique, and resolve and produce

practical work.



Students learn to communicate personal ideas, beliefs, values, thoughts, feelings, concepts and opinions,

and provide observations of their lived or imagined experiences in visual form.

Topics Included:

Students produce one Folio that documents their visual learning, in support of their works of art. Students

will focus their Folio on negotiated themes (eg. Personal Identity and Objects, Objects and Interiors,

Transitions: Transformations). Students selecting a full year of Visual Arts A and B would not repeat any

topic or theme. The Folio should include evidence of visual learning, such as:




• the analysis of works of art







All practicals are resolved from visual thinking and learning documented in the Folio. The Practical consists

of two parts:



The Visual Study is an exploration, and/or experimentation with, a style, an idea, a concept, media, materials, methods, techniques, and/or technologies. Students base their exploration and/or experimentation on analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their Visual Study as well as their conclusions and insights. Assessment:

• Folio 40%

• Practical 30%


Additional Costs:





Co-Curricular Program

Marryatville High School has an extensive Co-curricular Program. The program includes an extensive

range of sporting and cultural activities which offer opportunities for students to develop skills in an

individual and team environment, as well as form relationships with teachers and students outside

the classroom. While parental involvement is actively encouraged, skilled coaches are also employed

to develop the abilities of students in these areas.

Marryatville High School belongs to the Sports Association of Adelaide Schools, Secondary School

Sport of South Australia and the South Australian Catholic Secondary Schools Girls’ Sports Association

Inc, which organise sporting competitions on Saturday mornings and some afternoons during the

week.

Marryatville High School is an active participant in the state wide Knock Out Sport competitions

throughout the school year.

Cultural Co-Curricular Activities include

• Art Club

• Chess Club

• Debating

• Drama Productions

• Environment Club

• Singapore Drama Tour

• French Cultural Tour

• Japanese Cultural Tour

• Future Problem Solving

Sporting Co-Curricular Activities include

• Cricket

• Tennis

• Basketball

• Volleyball

• Touch Football

• Water Polo

• Softball

• Athletics

• Swimming

• Badminton

• Soccer

• Football

• Hockey

• Surfing

• Netball

• Orienteering

• Cross Country

• Triathlon

• Cycling

• Mountain Bike

• Fencing

Co-Curricular Music Ensembles

Music performance skills and instrumental expertise are developed through strong involvement by

students in ensembles. Our co-curricular ensembles are in great demand for community and concert

performances. All students at Marryatville High School are encouraged to participate. Entry into

senior ensembles is by audition.

Large Ensembles

• School Orchestra

• Concert Bands I and II

• Studio Strings

• Guitar Ensembles I and II

• Choirs

• Concert Choir

• Junior Choir

• Chamber Choir

• Girls’ Choir

• Boys’ Choir

• Swing Tones

• Pops Vocal Ensemble

Other Ensembles

• Big Bands I, II and III

• Baroque Ensemble

• Recorder Ensemble

• Percussion Ensemble

• Chamber Music Groups

• Small Jazz Combos

Cross-Disciplinary

A number of subjects bring together elements from more than one discipline. These subjects often

have a focus on a particular pathway or particular skills. These subjects can be either a full year or

semester subject.

Included in these cross-disciplinary subjects at Marryatville High School is the compulsory Research

Project, which is a Year 12 (Stage 2) one semester (10 credit) subject that is studied at Year 11 (Stage

1).

Cross-Disciplinary Subjects

Year 11/Stage 1

Year 12/Stage 2

1. Stage 1 Peer Support 2. Stage 2 Research Project

1. Stage 2 Research Project 2. Stage 2 Workplace Practices 3. Stage 2 Workplace Practices 10 Credit

Wellbeing Leadership Support Group


Credit Points: 10

Other advice:

Students must be high engaged with school, academics, and be passionate about wellbeing and

developing their leadership skills.

Topics included:

The Wellbeing Support Leadership Group will develop their leadership abilities and wellbeing

understanding through development of wellbeing programs for Junior students alongside tutelage

from University Social Work and Psychology students. They will be referencing and working with the

SRC Wellbeing Group and the Student Wellbeing Leaders and Teachers. They will deliver these

programs to the Junior students across Term 3 and 4.

Students will have opportunity to develop understanding of all aspects of creating, delivering, and

analysing effectiveness of wellbeing programs which are transferable skills indifferent

fields/disciplines.

Students will also be involved in development and delivery of aspects of the Transition Program for

mainstream and students with disabilities coming from primary schools to become MHS students in

the following year.

Assessment:

• Planning documentation assessment for developed programs

• Practical assessment on delivery of programs

• Reflection Journal on delivered programs

• Development and delivery of Transition program aspects.

English and EAL

The study of English and English as an Additional Language or Dialect (EALD) is central to the learning

and development of all young people living in Australia. It helps create confident communicators,

imaginative thinkers and informed citizens. It is through the study of English that individuals learn to

analyse, understand, communicate with and build relationships with others and with the world

around them. The study of English helps young people develop the knowledge and skills needed for

education, training and the workplace. It helps them become ethical, thoughtful, informed and active

members of society. In this light it is clear that the Australian Curriculum: English plays an important

part in developing the understanding, attitudes and capabilities of those who will take responsibility

for Australia’s future.

Although Australia is a linguistically and culturally diverse country, participation in many aspects of

Australian life depends on effective communication in Standard Australian English. In addition,

proficiency in English is invaluable globally. The Australian Curriculum: English contributes both to

nation-building and to internationalisation.

English also helps students to engage imaginatively and critically with literature to expand the scope

of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian

society and to its contemporary literature and its literary heritage through their distinctive ways of

representing and communicating knowledge, traditions and experience. The Australian Curriculum:

English values, respects and explores this contribution. It also emphasises Australia’s links to Asia.

At the SACE level students can choose English subjects or English as an Additional Language (EAL)

subjects. To be eligible to enrol in an EAL subject, he or she must be a student for whom English is an

additional language or a dialect (EALD), and who has had a total of:

either

• no more than 5 years of full-time schooling where the medium of instruction was English

or

• more than 5 years of full-time schooling where the medium of instruction was English, and

whose knowledge of English is restricted or the student is resident and studying in an

overseas country.

For further information please read the SACE Eligibility for Enrolment Guidelines - English as an

Additional Language Subjects.

To meet SACE requirements students must successfully complete, to at least C level, two units (20

Credits) of English or EAL or a combination of these.

https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6




Stage 1 English A (Semester1)

Subject Code: 1ENG1 Length of course: Semester Credit points: 10 points

Recommended Background: Satisfactory achievement in Year 10 English.

Other Advice: English A at Stage 1 is a general course for most students. It will prepare students for

Semester 2 Stage 1 pre English Literary Studies S, Stage 1 English D or Stage 1 Essential English

(Pathways). This will enable students to meet SACE requirements when completed with another

semester of English, if satisfactorily completed.

Course Outline: The study of English provides students with a focus for informed and effective participation in

education, training, the workplace and their personal environment.

Students read, view, write and compose, listen and speak, and use information and communication

technologies in appropriate ways for different purposes and audiences.

This subject leads to both English and Essential English at Stage 2 from 2017. There is an emphasis on

responding to texts, creating texts and completing an intertextual study. Students critically and

creatively engage with a variety of types of texts including novels, film, media, poetry and drama

texts.

Topics:

• produce texts in written, oral or multimodal form.

• respond to a range of texts studied in class

• complete the Intertextual Study

Assessment:

• Responding to Texts 40%

• Creating Texts 40% (including an oral presentation)

• Intertextual Study - 20%

Additional Costs: Nil

Stage 1 English as an Additional Language A (Semester 1)

Subject Code: 1EAL1

Length of course: Semester 1


Recommended Background:

Students must be from a non-English speaking background. This includes immigrants (recently arrived

or long-term residents) and students born in Australia. For more information on eligibility, please

refer to the Eligibility for Enrolment Guidelines.

Successful completion of Year 10 EALD with strong analytical and literacy skills are needed.

Course Outline:

This subject is designed for students for whom English is an additional language or dialect. It is

designed to improve students’ general proficiency in the English language, with a focus on developing

their literacy skills. There is an emphasis on communication, comprehension, analysis and text

creation. This subject provides the foundation for further study in Stage 2 English as an Additional

language or Essential English (EAL).

Students develop and use a range of language strategies to convey ideas and opinions that are

appropriate for a variety of purposes and contexts. They exchange opinions and convey information

and experiences in written and spoken forms. Student learning is supported through explicit

modelling and construction of texts.

Students develop their confidence and competence as users of English, developing skills as critical

viewers, listeners, speakers, readers, and writers.

Topics Covered:

In Stage 1 English as an Additional Language students develop their ability to use English that is

accurate and appropriate in a variety of contexts. They read, view and listen to short texts and discuss

issues of interest. Students develop their skills in delivering effective oral presentations without

undue reliance on memorised or written texts. They undertake research and interact with other

people in the community.

Assessment:

• Responding to Texts

• Interactive Study

• Language Study

Additional Costs:

Nil



Stage 1 English as an Additional Language B (Semester 2)

Subject Code: 1EAL2 Length of course: Semester 2 Credit points: 10 points

Recommended Background: Students must be from a non-English speaking background. This includes immigrants (recently arrived

or long-term residents) and students born in Australia. For more information on eligibility, please

refer to the Eligibility for Enrolment Guidelines. Strong analytical and literacy skills are required. This subject has an examination at the end of the

course.

Course Outline: This subject is designed for students for whom English is an additional language or

dialect. It is designed to improve students’ general proficiency in the English language, with a focus on

developing their literacy skills. There is an emphasis on communication, comprehension, analysis and

text creation. This subject provides the foundation for further study in Stage 2 English as an Additional

language or Essential English (EAL).

Students develop and use a range of language strategies to convey ideas and opinions that are

appropriate for a variety of purposes and contexts. They exchange opinions and convey information

and experiences in written and spoken forms. Student learning is supported through explicit

modelling and construction of texts.

Students develop their confidence and competence as users of English, developing skills as critical

viewers, listeners, speakers, readers, and writers.

Topics Covered: In Stage 1 English as an Additional Language students develop their ability to use

English that is accurate and appropriate in a variety of contexts. They read, view and listen to short

texts and discuss issues of interest. Students develop their skills in delivering effective oral

presentations without undue reliance on memorised or written texts. They undertake research and

interact with other people in the community.

Assessment:

• Responding to Texts

• Interactive Study

• Language Study

• Examination



Stage 1 English D (Semester 2)

Subject Code: 1ENGC Length of course: Semester Credit points: 10 points

Recommended Background: Satisfactory completion of English A

Other Advice: English D at Stage 1 will prepare students for English at Stage 2.




technologies in appropriate ways for different purposes.

This subject leads to English at Stage 2. There is an emphasis on responding to texts, creating texts

and an intertextual study. Students critically and creatively engage with a variety of types of texts

including novels, film, media, poetry and drama texts.

Topics: Emphasis will be placed on the development of students’ literacy, negotiation and organisational

skills. They will produce texts in written, oral or multimodal form. In particular they will:

• read closely, view and respond to a variety of texts

• complete responses to texts

• complete responses demonstrating a range of styles for different purposes

• participate in a range of oral language activities with at least one being formally assessed

• complete the Intertextual Study. Students will complete an investigation revealing an

understanding of the links between at least two texts connected by similarity or difference,

and present their findings in written, oral or multimodal form.

Assessment:


• Creating Texts 40%

• Intertextual Study 20%


Stage 1 English S - Pre English Literary Studies (Semester 2)

Subject Code: 1ENGS Length of course: Semester Credit points: 10 points

Recommended Background: Students are most likely to be successful with a high B or better grade at

Stage 1 English A (S1). Strong analytical and literacy skills are required.

Other Advice: English S at Stage 1 will prepare students for English Literary Studies at Stage 2. It also provides

suitable background for Stage 2 English.




technologies in appropriate ways for different purposes.

This subject leads to both English and English Literary Studies at Stage 2. There is an emphasis on

responding to texts, creating texts and an intertextual study. Students critically and creatively engage

with a variety of types of texts including novels, film, media, poetry and drama texts.

Topics Covered: Students will undertake a study of literature and language. They will produce texts in written, oral or

multimodal form. In particular they will:

• read closely, view and respond to a variety of texts

• complete at least two written responses to texts with an emphasis on the development of

the student’s ability to write critically in response to texts

• complete at least two responses demonstrating a range of styles for different purposes


• complete the Intertextual Study. Students will complete an investigation revealing an

understanding of the links between at least two texts connected by similarity or difference,

and present their findings in written, oral or multimodal form.

• Prepare for the examination at the end of the course.

Assessment:



• Intertextual Study 20%

• Examination - will contribute to School assessment mark


Stage 1 Essential English (Semester 1) (EAL and Pathways)

Subject Code For the EAL Course: 1ENGE1 For the Pathways Course: 1ENGEL1 Length of course: Semester Credit points: 10 points Recommended Background: Satisfactory completion of Year 10 English or Year 10 EALD.

Other Advice: This subject is designed for (1) students who are seeking to meet the SACE literacy

requirement; (2) an English language development focus for students who are new arrivals in

Australia; and (3) students who are planning to pursue a career in a range of trades and vocational

pathways. There is an emphasis on communication, comprehension, analysis and text creation.

This course will enable students to meet SACE Literacy requirements. Entry to this course is either by

English Faculty recommendation or is the only Stage 1 English course available to students who do

not achieve a ‘C’ grade or better in Year 10 Semester 2 English. Students who undertake this course

must also choose Essential English in Semester 2, however by negotiation, students who achieve a

high ‘B’ may then alternatively choose English ‘D’ in Semester 2.

It is likely that these will be run as separate classes for local and EAL students.

Course Outline: The study of English provides students with a focus for informed and effective

participation in education, training, the workplace and their personal environment. Stage 1 Essential

English provides the opportunity for teachers and schools to develop programs that suit the local

needs of students. Students read, listen, speak, respond to and compose texts, using language to

establish and maintain effective connections and interactions with people in different contexts.

Topics: The Essential English course has a skills development focus, and includes opportunities to

negotiate response types and forms. In particular students will:

• read or view closely a variety of texts, with a focus on everyday texts

• complete at least two responses to texts


• produce responses in written, oral, and multimodal forms

• use ICT for a range of purposes

Assessment:


• Creating texts 50%


Stage 1 Essential English (Semester 2) (EAL and Pathways)

Subject Code For the EAL Course: 1ENGE2 For the Pathways Course: 1ENGEL2 Length of course: Semester Credit points: 10 points

Recommended Background: Satisfactory completion of Year 10 English or Year 10 EALD Other Advice:

This subject is designed for (1) students who are seeking to meet the SACE literacy requirement; (2)

an English language development focus for students who are new arrivals in Australia; and (3)

students who are planning to pursue a career in a range of trades and vocational pathways. There is

an emphasis on communication, comprehension, analysis and text creation.

This course will enable students to meet SACE Literacy requirements. Entry to this course is either by

English Faculty recommendation or is the only Stage 1 English course available to students who do

not achieve a ‘C’ grade or better in Stage 1 Semester 1 English A, EAL or Stage 1 Essential English 1.

Course Outline: The study of English provides students with a focus for informed and effective

participation in education, training, the workplace and their personal environment. Stage 1 Essential

English provides the opportunity for teachers and schools to develop programs that suit the local

needs of students.

Students read, listen, speak, respond to and compose texts, using language to establish and maintain

effective connections and interactions with people in different contexts.

Topics: The Essential English course has a workplace and skills development focus, and includes

opportunities to negotiate response types and forms. In particular students will:

• read or view closely a variety of texts, with a focus on everyday texts

• complete at least two responses to texts



• produce responses in written, oral, and multimodal forms

• use ICT for a range of purposes

Assessment:


• Creating texts 50%


Stage 1 Journalism

Subject Code: 1JOU



Recommended Background: Satisfactory completion of Year 10 English

Course Outline:

The study of Journalism provides students with a focus for informed and effective participation in

education, training, the workplace and their personal environment. This is an additional subject not a

substitute for English A and C/D but it can count towards the SACE literacy credits. It is designed to be

selected by students with an interest in Journalism.

This subject is taken in addition to two semesters of English.

Students read, listen, speak, respond to and compose texts, using language to establish and maintain

effective connections and interactions with people in different contexts.

Topics Included:

Students investigate and report on people and events and cover a broad study of the print and TV

media, examining ownership, function, language, technique and presentation. Students will develop

their ability to undertake effective research, analyse events and determine their newsworthiness,

adapt to a ‘journalistic’ style of writing, develop articles from research stage to layout and production

and assess their importance and significance.

Assessment:

• Responding to Texts 50% ( including Intertextual Study)


Additional Costs:

Excursion cost estimated at $15

Flexible Learning Options

Flexible Learning Options are designed to provide students with the flexibility in what is studied, the

range of skills that can be developed and techniques used to assess learning.

Marryatville High School’s Flexible Learning Options are contained within four broad categories:

• Vocational Education and Training (VET and ASbA)

• Stage 2 Workplace Practices

• Community Learning - Community Developed Programs or Self Directed Learning

• Additional Programs

For further information make an appointment with the Student Wellbeing Leader for Pathways.

Vocational Education and Training (VET)

Vocational Education and Training may be completed during the senior school years of Years 11 and

12.

The major benefits of these programs include:

• achievement of Industry recognised units of competency and qualifications from nationally

endorsed training packages

• credit towards the SACE

• credit for entry into further study. TAFE recognises completed units and provides credit

towards further study in the same area

• opportunities to learn in an adult environment or real work settings

• work placement provides on the job training and experience as an entry-level trainee

• assisting with decisions regarding future directions

• assisting a smooth direction and transition from school to work

• developing enterprise and employability skills

• beginning networks with employers who may offer further employment or apprenticeships

VET in the SACE

Students can gain SACE credits for the successful completion of VET qualifications, or units of

competency, that make up a qualification.

A student will earn 10 SACE credits for the successful completion of 70 nominal hours of VET, up to

the maximum number of credits allocated to each qualification.

All VET qualifications, or units of competency that make up a qualification, in the Australian

Qualifications Framework (AQF) can contribute to the completion of the SACE.

The VET Recognition Register lists the maximum and minimum number of SACE credits allocated to

each qualification. (Refer to the VET Recognition Register on the SACE Board website).

Students can gain recognition for up to 150 SACE credits at Stage 1 and Stage 2 for successfully

completed VET. VET can count for up to 20 credits of flexible learning as part of an ATAR calculation.

https://www.sace.sa.edu.au/subjects/recognised-learning/recognition-register

East Adelaide Secondary Vocational Alliance

The East Adelaide Secondary Vocational Alliance (EASVA) represents the collaborative partnership and

regional provision of Vocational Education and Training across Department for Education schools in

the East of Adelaide. The 8 alliance schools and a range of training partners, compile courses that

compliment student interests, school specialisations, regional and national skill shortage areas and

experiences that lead to the development of transferable employability skills. These courses are most

frequently part or full certificate II or certificate III programs. The number of SACE credits awarded

varies and therefore it is important to check the details of each program.

For 2020 the EASVA will offer a broad range of courses across a variety of learning environments for

senior students to study. The courses involve students being out of school for one or partial day a

week. By agreement EASVA schools have made a commitment to hold programs on a Thursday where

possible.

The range of courses can be found on the EASVA webpage at www.easva.sa.edu.au

Australian School Based Apprenticeships

In an Australian School Based Apprenticeship (ASBA) students are employed part time while being

enrolled as a full time school student. The student, as part of the contract of training, gains a

vocational education qualification, which is most commonly at Australian Qualification Framework

(AQF) level 2 or 3. In addition, the training contributes towards SACE completion. While ideally the

student should work part time to complete the apprenticeship, in most cases they will only work for

one day per week and make up any extra hours on weekends, after school and during school holidays.

Australian School Based Apprenticeships (ASBA) are available in a variety of industry areas.

Workplace Practices

Workplace Practices suits the following students:

• those who are involved in or select VET programs and work place learning in a specific

vocational area

• those who have Australian School Based Apprenticeships

• have employment

• play elite level sport

The subject requires a blend of course work and practical workplace involvement.

Community Learning

Learning that is the result of following a structured accredited Community Developed program or the

result of undertaking Self-directed community learning is considered to be Community Learning.

Self-Directed Learning

Programs or sets of activities are developed by the individual student or developed specifically for

individual students by others. Examples of these programs include undertaking an independent life

skills program or a personal enrichment program, care giving, taking leadership in the workplace or

mentoring.

http://www.easva.sa.edu.au/

Community Developed Programs

Many community organisations develop and accredit their own programs. Examples of community

organisations that develop such programs are the Australian Music Examinations Board, the Duke of

Edinburgh’s Award, the Royal Life Saving Society (SA Branch), Scouts Australia and the SA Country Fire

Service.

Additional Programs

For some students another option can be to study particular subjects outside the school.

South Australian Secondary School of Languages

Students can enrol into language subjects that are not offered at Marryatville High School. The SASSL

charges a fee for each subject enrolled. The family of the student must pay this. Students must enrol

in SASSL independently; this is not handled by the school, although the forms must be signed by the

Languages Coordinator at Marryatville. Students may be allowed to replace two of their selected

school units. Most of these classes run in the evenings.

Marden Senior Secondary College

Students can enrol into subjects that are not offered at Marryatville High School. Marden is a high-

school, like Marryatville, so enrolling into two schools can only occur with the permission of both

schools. Marden charges a fee for each subject enrolled. The family of the student must pay this.

Students apply to enrol into Marden through our Counsellors at Marryatville. Students maybe allowed

to replace one of their selected school units.

Open Access College

Students can enrol into subjects that are not offered at Marryatville High School. The Open Access

College works by distance education. Students do not attend lessons at the College. Instead, lessons

are conducted electronically via computer or over the phone. The Open Access College charges a fee

for each subject enrolled. The family of the student must pay this. Students apply to enrol into the

Open Access College through the Counsellors. Students may be allowed to replace one of their

selected school units.


Learning through Humanities and Social Sciences involves learners in developing knowledge, skills and

values that enables them to participate, in a range of ways, as ethical, active and informed citizens in

a democratic society within a global community.

Geography

Geography is a not just capital cities! Geography is a highly relevant and meaningful subject that

involves exploring, analysing and understanding the places that make up our world and how and why

they change. Human geography explores population patterns as well as health and wealth around the

world. Physical geography explores the natural environment and the relationship between people and

places and how humans interact within their landscapes. We incorporate both streams of geography

to explore our world and the issues affecting it.

Geography integrates knowledge from the natural sciences, social sciences and humanities in fun and

interesting ways. Students will reflect on their relationships with and responsibilities in the world, and

propose actions designed to shape a socially just and sustainable future.

Geography uses an inquiry approach to assist students to make meaning of their world. They conduct

fieldwork, map and interpret data and use spatial technologies. Students develop a wide range of

general skills and capabilities, including information and communication technology skills, an

appreciation of different perspectives, a capacity for teamwork and an ability to think critically and

creatively. These skills can be applied in everyday life and at work. Geography is always relevant a

current.

History

History is a disciplined process of inquiry into the past that develops students' curiosity and

imagination. Awareness of history is an essential characteristic of any society, and historical

knowledge is fundamental to understanding ourselves and others. It promotes the understanding of

societies, events, movements and developments that have shaped humanity from earliest times. It

helps students appreciate how the world and its people have changed, as well as the significant

continuities that exist to the present day. History, as a discipline, has its own methods and procedures

which make it different from other ways of understanding human experience. The study of history is

based on evidence derived from remains of the past. It is interpretative by nature, promotes debate

and encourages thinking about human values, including present and future challenges. The process of

historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically

analyse and interpret sources; consider context; respect and explain different perspectives; develop

and substantiate interpretations and communicate effectively.

The curriculum generally takes a world history approach within which the history of Australia is

taught. It does this in order to equip students for the world (local, regional and global) in which they

live. An understanding of world history enhances students’ appreciation of Australian history. It

enables them to develop an understanding of the past and present experiences of Aboriginal and

Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps

students to appreciate Australia's distinctive path of social, economic and political development, its

position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding

is essential for informed and active participation in Australia's diverse society.

Stage 1 Accounting

Subject Code: 1ACS



Course Outline:

Students learn the practical skills needed to manage their own financial affairs and develop an

understanding of the ethical considerations that affect financial decision-making.

They learn about the successful management of financial affairs in business, gain knowledge and skills

related to accounting processes for organisational and business applications, and develop greater

understanding of accounting concepts and standards and their use to generate financial reports.

Students learn how to interpret financial information and convey this information to interested users.

Topics Included:

The course focuses on the development of skills and understanding of the role of accounting in the

financial decision-making process. Students learn how to produce financial statements for a sole

trader using double entry accounting.

Assessment:

• Skills and Application Tasks 50%

• Investigation 50%

Additional Costs:

Cost for excursions that include entry fees and transport

Stage 1 Business Innovation

Subject Code:


Credit Points and TAS Status:

Course Outline Students will develop the knowledge, understandings and skills to engage with

contemporary business contexts. Design Thinking, Entrepreneurship and ‘soft’ business skills underpin

this course as students will work collaboratively and independently to collect financial and business

information, find, question and propose solutions to real customer problems and issues. Students will

gather and use data to inform decision making and wrestle with concepts of social responsibility,

emerging and digital technologies that impact the future of business.

Topics Included: For a 10-credit subject, Business Innovation is studied through the context of either a start-up or an

existing business.

Through the chosen context, students will develop and apply their understanding of:

• Finding and solving problems

• Financial awareness and decision-making

• Business information and communication

• Global, local, and digital connections

Assessment:

• Assessment Type 1: Business Skills- 3 tasks, one of which needs to be collaborative. Tasks

could include infographics, annotated timelines, group presentations, written or multimodal

reports

• Assessment Type 2: Business Pitch – 1 task which includes a multimodal presentation and

written or oral evaluation.

Additional Costs: Cost for excursions that include entry fees and transport

Stage 1 Economics

Subject Code: 1ECO



Course Outline:

Students learn how an economy operates, the structure of economic systems and the way in which

they function.

Students develop an understanding of different economic systems and institutions, and can assess

the degree to which these systems and institutions help satisfy people's needs and wants. They

become aware that economic decisions are not value-free and have outcomes that may be

inconsistent with social, moral, and ethical values.

Students research, analyse, evaluate, and apply economic models that are expressed in graphical

and/or diagrammatic form. They make forecasts about economic change and evaluate issues for

individuals and groups in local, national, and global settings.

Topics Included:

The course focuses on the development of an understanding of the basic economic problem.

Students will study the operation of the market system and the factors that influence the decisions of

individual firms (microeconomics) and the structure of the Australian economy (macroeconomics).

Students will develop problem-solving skills to assist them to understand the forces that shape the

Australian economy in a global context.

Assessment:

• Folio 33%


• Issue Study 33%

Additional Costs:


Stage 1 Geography

Subject Code: 1GGY



Course Outline:

Through the study of Geography, students develop an understanding of the spatial interrelationships

between people, places, and environments. They appreciate the complexity of our world, the diversity of

its environments, and the challenges and associated opportunities facing Australia and the world.

Geography develops an appreciation of the importance of place in explanations of economic, social, and

environmental phenomena and processes. Students engage in geographical inquiry by using geographical

methods and skills. They pose geographical questions, seek answers, and evaluate responses, using a

range of fieldwork and spatial technology skills. Fieldwork, in all its various forms, is central to the study of

Geography, as it enables students to develop their understanding of the world through direct experience.

Fieldwork is a key component of the course

Topics Included:

For a 10-credit subject, students study at least two topics from one or two of the themes below:

Theme 1: Sustainable Places

• Topic 1: Rural and/or remote places

• Topic 2: Urban paces

• Topic 3: Megacities.

Theme 2: Hazards • Topic 4: Natural hazards

• Topic 5: Biological and human-induced hazards.

Theme 3: Contemporary Issues • Topic 6: Local issues

• Topic 7: Global issues.

For a 10 credit subject, students produce 4 tasks in total with at least two geographical skills and

applications tasks and at least 1 fieldwork task

Assessment type 1: Geographical skills and applications task

• These may be written, multimodal and/or oral

Assessment type 2: Fieldwork

Students produce at a fieldwork task linked to a topic of study.

Activities involved i assessment ay include

• Fieldwork reports

• Data/ mapping collection and analysis

• Investigation

• Oral presentation

Additional Costs:


Stage 1 Legal Studies A

Subject Code: 1LGLA



Course Outline:

Students explore Australia's legal heritage and the dynamic nature of the Australian legal system

within a global context. They learn about the structures of the Australian legal system and how it

responds and contributes to social change while acknowledging tradition.

Students gain insight into law-making, the processes of dispute resolution, and the administration of

justice. They investigate legal perspectives on contemporary issues in society, and reflect on, and

make informed judgments about, the strengths and weaknesses of the Australian legal system.

Topics Included:

The course focuses on developing an understanding of the functions of laws and the structure of the

Australian legal system. Specific topics studied include: The court system, crimes and civil wrongs and

the making of legislation and regulations. The emphasis is on civil literacy so that young people can

become constructive citizens.

Assessment:

• Folio 33%

• Presentation 33%

• Issues Study 33%

Additional Costs:


Stage 1 Legal Studies B

Subject Code: 1LGLB



Course Outline:

Students explore Australia's legal heritage and the dynamic nature of the Australian legal system

within a global context. They learn about the structures of the Australian legal system and how it

responds and contributes to social change while acknowledging tradition.

Students gain insight into law-making, the processes of dispute resolution, and the administration of

justice. They investigate legal perspectives on contemporary issues in society, and reflect on, and

make informed judgments about, the strengths and weaknesses of the Australian legal system.

Topics Included:

The course focuses on Aboriginal People and the Law, Families and the Law, Cyber Change and the

Law as well as the Jury System. Students will be able to develop a deeper understanding of these

areas of law. The emphasis is on civil literacy so that young people become constructive citizens. The

course includes an excursion to the courts.

Assessment:

• Folio 33%

• Presentation 33%

• Issues Study 33%

Additional Costs:


Stage 1 Modern History A

Subject Code: 1MHIA Length of course: Semester Credit points: 10 points

Recommend Background: Successful completion of History at Year 10 level

Course Outline: In the study of Modern History at Stage 1, students explore changes within the world since 1750,

examining developments and movements of significance, the ideas that inspired them, and their

short- and long-term consequences on societies, systems, and individuals.

Students explore the impacts that these developments and movements had on people’s ideas,

perspectives, and circumstances. They investigate ways in which people, groups, and institutions

challenge political structures, social organisation, and economic models to transform societies.

Topics Included: Students study the following topics:

• Revolutions – Russian

• Elective – French Revolution

• Elective (student choice/investigation)

Assessment:

• Sources Analysis

• Historical essay

• Historical study

• Oral presentation, empathy task or multimodal presentation


Stage 1 Modern History B

Subject Code: 1MHIB Length of course: Semester Credit points: 10 points Recommend Background: Successful completion of History at Year 10 level Course Outline: In the study of Modern History at Stage 1, students explore changes within the world since 1750, examining developments and movements of significance, the ideas that inspired them, and their short- and long-term consequences on societies, systems, and individuals. Students explore the impacts that these developments and movements had on people’s ideas, perspectives, and circumstances. They investigate ways in which people, groups, and institutions challenge political structures, social organisation, and economic models to transform societies. Topics Included: Students study the following topics:

• Imperialism

• Elective - Slavery and Emancipation in the US

Assessment:

• Sources Analysis

• Historical essay

• Historical study

• Oral presentation, empathy task or multimodal presentation


Stage 1 Philosophy

Subject Code: 1PPS10

Length of Course: 1 semester

Credit Points and TAS Status:10 Credits

Course Outline

This subject involves the rational investigation of questions about existence, knowledge and ethics, to

which there are no simple answers. Investigation of these problems through the study of Philosophy

requires skills of critical thinking, developed through an understanding of reasoning and the

foundations of argument analysis.

Philosophy promotes respect for intellectual integrity as a human value and develops students' skills

to engage in philosophical argument.

Students build their capacity to be creative and independent critical thinkers who can articulate and

justify philosophical positions and argue reasoned action.

Topics Included:

Ethics, Epistemology, Metaphysics, Critical Thinking

Assessment:

• 2 x Folio Assessment,

• 2 x Issues Analysis.

Additional Costs:


Stage 1 Society and Culture

Subject Code: 1SOR10


Credit Points and TAS Status:

Course Outline

Students explore and analyse the interactions of people, societies, cultures and environments. They learn

how social, political, historical, environmental, economic and cultural factors affect different societies; and

how people function and communicate in and across cultural groups. Through their study of Society and

Culture, students develop the ability to influence their own futures, by developing skills, values and

understandings that enable effective participation in contemporary society.

Topics Included:

For a 10-credit subject, it is recommended that students study two topics:

• one topic with a focus on an Australian context

• one topic with a focus on a global context.

The following topics are suggested as a guide to developing studies in Stage 1 Society and Culture. The

topics are adaptable to an Australian context and/or a global context. The list is not comprehensive and

teachers may devise other topics.

• A current social or cultural issue

• Forces for social change or continuity

• The media

• Popular culture

• Power and authority in society

• Prejudice and discrimination

• Lobby and advocacy groups and social change

• Wealth, work, and status

• Relationships between societies and natural environments

• The social impact of environmentally sustainable practices

• Contemporary Aboriginal and Torres Strait Islander societies

• Societies in rural and urban Australia

• Cultures and subcultures in Australian society

• Australia’s relationships with the Asia–Pacific region

• The diversity of the Asia–Pacific region

• Refugee and migrant experiences and contributions

• Australia’s global connections

• Australians as global citizens

• World-shaping phenomena

• Peace and conflict

Assessment:

The following assessment types enable students to demonstrate their learning in Stage 1 Society and

Culture:

• Assessment Type 1: Sources Analysis

• Assessment Type 2: Group Activity

• Assessment Type 3: Investigation.

Additional Costs:


Health & Physical Education

Health and Physical Education teaches students how to enhance their own and others’ health, safety,

wellbeing and physical activity participation in varied and changing contexts. The Health and Physical

Education learning area has strong foundations in scientific fields such as physiology, nutrition,

biomechanics and psychology which inform what we understand about healthy, safe and active choices.

The Australian Curriculum: Health and Physical Education (F–10) is informed by these sciences and offers

students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically

active.

In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen

their sense of self, and build and manage satisfying relationships. The curriculum helps them to be

resilient, and to make decisions and take actions to promote their health, safety and physical activity

participation. As students mature, they develop and use critical inquiry skills to research and analyse the

knowledge of the field and to understand the influences on their own and others’ health, safety and

wellbeing. They also learn to use resources for the benefit of themselves and for the communities with

which they identify and to which they belong.

Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to

enable students to confidently, competently and creatively participate in a range of physical activities. As a

foundation for lifelong physical activity participation and enhanced performance, students develop

proficiency in movement skills, physical activities and movement concepts and acquire an understanding

of the science behind how the body moves. In doing so, they develop an appreciation of the significance of

physical activity, outdoor recreation and sport both in Australian society and globally. Movement is a

powerful medium for learning, through which students can acquire, practise and refine personal,

behavioural, social and cognitive skills.

Health and Physical Education addresses how contextual factors influence the health, safety, wellbeing,

and physical activity patterns of individuals, groups and communities. It provides opportunities for

students to develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own

and others’ health and wellbeing.

Healthy, active living benefits individuals and society in many ways. This includes promoting physical

fitness, healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active

population improves productivity and personal satisfaction, promotes pro-social behaviour and reduces

the occurrence of chronic disease. Health and Physical Education teaches students how to enhance their

health, safety and wellbeing and contribute to building healthy, safe and active communities.

Stage 1 Health and Wellbeing Length of Course: Semester Credit Points: 10 Recommended Background: Nil Course Outline:

Health is a state of physical, mental, and social wellbeing. Wellbeing is a complex combination of all dimensions of health and is an implicit element of health. Health and wellbeing is an evolving subject with varying contexts and perspectives. The term health encompasses wellbeing.

Stage 1 Health and Wellbeing is a 10-credit subject. Stage 1 consists of the following concepts:

• Health Literacy

• Health Determinants

• Social Equity

• Health Promotion

These concepts underpin the content. They are not discrete topics taught in isolation but are contextualised through case studies and real-life examples.

Studies may include:

• Health and Participation in Active Lifestyle

• Effects of Alcohol, Tobacco and other drugs on Health

• Health and the environment

• Health and Relationships

• Mental and emotional health

• Carers and Vocational studies in Health

In this subject, students are expected to:

• Develop empathetic and ethical understanding of health and wellbeing issues

• Apply knowledge and understanding of health and wellbeing concepts to contemporary issues and

make informed decisions

• Critically analyse and reflect on health and wellbeing trends and issues

• Take action to improve health and wellbeing outcomes individually and collaboratively

• Evaluate and reflect on personal and social action.

Areas of Study may include:

• Health and Participation in Active Lifestyle

• Effects of Alcohol, Tobacco and other drugs on Health

• Health and the environment

• Health and Relationships

• Mental and emotional health

• Carers and Vocational studies in Health

Assessment:

The following assessment types enable students to demonstrate their learning in Stage 1 Health and Wellbeing:

• Assessment Type 1: Practical Action Assessment

• Type 2: Issue Inquiry

Additional Cost: Nil

Stage 1 Health


Credit points: 10

Recommended Background: Nil

Course Outline

Students will have to opportunity to negotiate the direction of the course from a wide range of topics

and learning approaches. For example,

• Students could investigate the importance of an appropriate level of fitness for personal

health.

• Students could present a report on a selected emotional health issue that resonates with

them.

• Students could identify a personal goal that would improve an aspect of mental health and

well-being of themselves or others.

• Students could work collaboratively in small groups and gather relevant information to plan,

organise and implement an action to improve health and well-being for adolescents.

• Students could work individually to research a current sexual health issue using a variety of

primary and secondary sources of information.

• Students could investigate the importance of friendships to personal health.

Students will be required to attend a number of arranged excursions to Health related organisations.

Assessment:

Issue Response: 30%

Group Activity: 40%

Investigation: 30%

No Exam

Additional Cost: NIL

Stage 1 Outdoor Education A


Credit points: 10


Course Outline

Outdoor Education is the study of the human connection to natural environments through outdoor activities. Students develop their sense of self-reliance and build relationships with people and natural environments. Outdoor Education focuses on the development of awareness of environmental issues through observation and evaluation.

By participating in outdoor activities, students develop knowledge and skills, and reflect on their personal, group, and social development. They gain an understanding of ecology, environmental sustainability, cultural perspectives (including Indigenous Australians’ perspectives about land), and physical, emotional, and spiritual health. Through outdoor journeys, students increase their effectiveness as members of a group and develop skills in leadership, self-management, group management, planning and evaluating, personal reflection, assessing and managing risks, managing safety, and minimising environmental impacts for sustainable futures.

The study of Outdoor Education also gives students opportunities to achieve good health and develop personal skills. Students reflect critically on environmental practices and are introduced to employment options in the outdoor and environmental fields.

Outdoor Education consist of the following four topics: • Environment and Conservation

• Planning and Management

• Outdoor Activities

• Outdoor Journey

Assessment:

The following assessment types enable students to demonstrate their learning in Stage 1 Outdoor Education:

• Assessment Type 1: Practical

• Assessment Type 2: Folio

• Assessment Type 3: Report.

Students should provide evidence of their learning through four or five assessments. Each assessment type should have a weighting of at least 20%.

Students undertake:

• one outdoor journey that includes an outdoor activity, and at least one other outdoor

activity, for the practical

• one folio assessment

• a report for the outdoor journey.

Additional Cost: $300

Stage 1 Outdoor Education B


Credit points: 10


Course Outline

Outdoor Education is the study of the human connection to natural environments through outdoor activities. Students develop their sense of self-reliance and build relationships with people and natural environments. Outdoor Education focuses on the development of awareness of environmental issues through observation and evaluation.

By participating in outdoor activities, students develop knowledge and skills, and reflect on their personal, group, and social development. They gain an understanding of ecology, environmental sustainability, cultural perspectives (including Indigenous Australians’ perspectives about land), and physical, emotional, and spiritual health. Through outdoor journeys, students increase their effectiveness as members of a group and develop skills in leadership, self-management, group management, planning and evaluating, personal reflection, assessing and managing risks, managing safety, and minimising environmental impacts for sustainable futures.

The study of Outdoor Education also gives students opportunities to achieve good health and develop personal skills. Students reflect critically on environmental practices and are introduced to employment options in the outdoor and environmental fields.

Outdoor Education consist of the following four topics: • Environment and Conservation

• Planning and Management

• Outdoor Activities

• Outdoor Journey

Assessment:

The following assessment types enable students to demonstrate their learning in Stage 1 Outdoor Education:

• Assessment Type 1: Practical

• Assessment Type 2: Folio

• Assessment Type 3: Report.

Students should provide evidence of their learning through four or five assessments. Each assessment type should have a weighting of at least 20%.

Students undertake:

• one outdoor journey that includes an outdoor activity, and at least one other outdoor

activity, for the practical

• one folio assessment

• a report for the outdoor journey.

Additional Cost: $300

Stage 1 Physical Education A



Recommended Background: Satisfactory completion of Year 10 Health and Physical Education Year

10 Specialist Physical Education and/or Year 10 Sport Studies and/or Year 10 only Girls Physical

Education

Course Outline:

Through Physical Education, students explore the participation in and performance of human

physical activities. Where an understanding of biophysical, psychological and socio-cultural domains

are developed through participation in physical activity. It is an experiential subject in which

students explore their physical capacities and investigate the factors that influence and improve

participation and performance outcomes.

An integrated approach to learning in Physical Education supports an Arnoldian educational

framework that promotes deep learning ‘in, through and about’ physical activity. The application of

this framework ensures students make meaning of the cognitive and psychomotor processes

fundamental to the learning of physical activity to greater movement confidence and competence.

The focus areas provide the narrative for the knowledge, skills, and capabilities that students

develop. Learning is delivered through an integrated approach in which opportunities are provided

for students to undertake, and learn through, a wide range of authentic physical activities (e.g.

sports, theme-based games, laboratories, fitness and recreational activities)

• Focus Area 1: In movement

• Focus Area 2: Through movement

• Focus Area 3: About movement

Topics Included:

Some negotiation may be possible, but previous sports studied have been Touch Football,

Badminton and Volleyball

Anatomy and Exercise Physiology, Sport Analysis, Training and Performance improvement

Personal influences on participation, social strategies to manipulate equity in participation

Evidence of Learning:

The following assessment types enable students to demonstrate their learning in Stage 1 Physical

Education.

• Assessment Type 1: Performance Improvement

• Assessment Type 2: Physical Activity Investigation

Additional Costs:

• Nil

Stage 1 Physical Education B



Recommended Background: Satisfactory completion of Year 10 Health and Physical Education Year 10

Specialist Physical Education and/or Year 10 Sport Studies and/or Year 10 only Girls Physical Education

Course Outline:

Through Physical Education, students explore the participation in and performance of human physical

activities. Where an understanding of biophysical, psychological and socio-cultural domains are

developed through participation in physical activity. It is an experiential subject in which students

explore their physical capacities and investigate the factors that influence and improve participation

and performance outcomes.

An integrated approach to learning in Physical Education supports an Arnoldian educational

framework that promotes deep learning ‘in, through and about’ physical activity. The application of

this framework ensures students make meaning of the cognitive and psychomotor processes

fundamental to the learning of physical activity to greater movement confidence and competence.

The focus areas provide the narrative for the knowledge, skills, and capabilities that students develop.

Learning is delivered through an integrated approach in which opportunities are provided for

students to undertake, and learn through, a wide range of authentic physical activities (e.g. sports,

theme-based games, laboratories, fitness and recreational activities)

• Focus Area 1: In movement

• Focus Area 2: Through movement

• Focus Area 3: About movement

Topics Included:

Some negotiation may be possible, but previous sports studied have been Team Handball, Badminton,

Softball.

Physiological barriers and enablers to participation

• Skill Acquisition and Biomechanics

Evidence of Learning:

The following assessment types enable students to demonstrate their learning in Stage 1 Physical

Education.

• Assessment Type 1: Performance Improvement

• Assessment Type 2: Physical Activity Investigation

Additional Costs:

Nil

International Programs

As a leader in International Study Programs, Marryatville High School offers an extensive international

program for international fee paying students.

These students can participate in a range of study programs which include:

Intensive Secondary English Courses (ISEC) Program

The ISEC Program consists of intensive English classes designed to improve the students’ English

communication and formal language skills when they first arrive in Australia.

High School Graduate Program

This program is for students who wish to complete the SACE (South Australian Certificate of

Education) and enter university or other tertiary institutions e.g. TAFE (Technical and Further

Education).

The High School Graduate Program provides international students with the opportunity to live and

study alongside Australian students. Marryatville High School offers a variety of programs to cater for

the individual academic needs of each student.

Students can make a choice of subjects at senior high school level that will complement their own

interests and ambitions for tertiary study. Students are assisted in deciding on the most appropriate

tertiary course for them.

High School Study Abroad Programs

The Study Abroad Program provides international students with an exciting opportunity to experience

the Australian way of life whilst studying alongside Australian students. Study Abroad Programs are

available for one, two, three or four terms at all year levels.

French, Chinese and Japanese can be studied at Marryatville High School while other languages can

be studied off campus at the South Australian School of Languages.

Marryatville High School has a widely acclaimed music and tennis program and entry into these

programs is considered on an individual basis. Entry is on merit selection based on set criteria.

At Marryatville High School, International Students are supported by an International Coordinator and

support teachers who are dedicated to ensuring that international students are successful learners

who will reach their potential and feel comfortable in our safe school environment.

School Counsellors, a student life program responsive to cultural needs, as well as orientation

programs, ensure that students make a successful transition into our school community and have a

good understanding of the teaching and learning methodology used to ensure they are successful in

their studies. International students are individually supported, at each year level, with their subject

choices.

http://www.schooloflanguages.sa.edu.au/

Year 10 International Studies

Subject Code:


Advice:

This course is an excellent foundation for Studies of Society and Culture and Legal Studies at Stage 1

and 2. This course is based on the Civics and Citizenship subject, but has been designed with a strong

international focus. Students will develop civics and citizenship knowledge and understanding, and

civics and citizenship skills in relation to contemporary international issues.

Course Outline:

Students compare and evaluate the key features and values of systems of government, and analyse the Australian Government’s global roles and responsibilities. They analyse the role of the High Court and explain how Australia’s international legal obligations influence law and government policy. Students evaluate a range of factors that sustain democratic societies.

When researching, students evaluate a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance, reliability and omission. They account for and evaluate different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue. Students develop and present evidenced-based arguments incorporating different points of view on civics and citizenship issues. They use appropriate texts, subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different contexts.

Topics:

• Students will be involved in negotiating topics. These could include issues such as poverty, inequality, the role of the United Nations, Australia’s role as a global citizen, environmental issues as global issues, human trafficking, the role of religion in conflicts, education, gender

• Students will investigate and analyse the social, economic, political and legal dimensions of these issues

Assessment: Students will complete a variety of assessment tasks. There will be scope for student negotiation of assessment mode. The range of assessment tasks could include, but is not restricted to:

• Class work

• Media monitoring

• Comparative Study

• Source Analysis

• Investigation

Intensive Secondary English Course (ISEC)

The ISEC program consists of intensive English classes designed to improve students’ English

communication skills when they first arrive to study in South Australia. The program supports

students in developing their learning and creative capacities.

This course enables students to:

• Develop both oral and written communication skills

• Increase their knowledge of Australian culture

• Acquire subject specific language

• Receive content support

• Develop study skills

• Learn skills for living and studying in Australia.

Courses are available for ten, twenty, thirty and forty weeks, depending on the time of year of

enrolment and the English language proficiency, reading and writing skills of each student..

All teachers are subject specialists and are highly experienced in teaching International students.

Contact Person: Ms. S Goldfain

The subjects taught in the ISEC program are as follows.

AUSTRALIAN STUDIES


Course Outline:

Participation in this course improves student understanding of Australian lifestyles and Australian

schooling practices. Students develop skills in the following areas: research, note taking, paraphrasing

information, paragraphing, essay writing, report writing, small group work and in developing oral

presentations.

ENGLISH AS AN ALTERNATIVE LANGUAGE OR DIALECT


Course Outline:

English as an Alternative Language or Dialect will provide opportunities for students to develop their

skills in listening, viewing, speaking, writing and using technology. Students will read view and listen to

a range of texts and discuss topics of interest. They will communicate both orally and in writing for a

variety of purposes, audiences and situations. Students will develop skills in organising ideas logically

in both written and oral language tasks.

HEALTH AND PHYSICAL EDUCATION


Course Outline:

Health and Physical Education aims to develop, in students, a positive approach to ongoing participation in

regular physical activity. Students will participate in a number of sporting activities to enhance co-operation and

collaboration skills. They will complete a research task and be involved in problem solving activities

INTEGRATED STUDIES


Course Outline:

Students investigate information and ideas from a variety of sources, working both individually and

collaboratively. Using technology, they develop skills in communicating ideas and opinions which assists in

building relationships with others and the world around them.

Students will develop:

• language skills and strategies to learn independently and collaboratively

• critical and creative skills to meet the demands of current and future studies

• the ability to participate confidently and effectively in Australia’s diverse cultures

MATHEMATICS


Course Outline:

The Mathematics Program has been specifically designed to meet the needs of ISEC students at Marryatville

High School. It will assist them in developing the language specific to mathematics as well as provide them with

the appropriate mathematical background necessary for their eventual transition into mainstream. Topics are

studied through carefully designed, graded worksheets to meet each student’s specific needs.

PERSONAL LEARNING PLAN

Lengthy of Course: Semester

Course Outline:

This course will support students in planning their personal and learning goals for the future. It will assist them

in making informed decisions about their personal development, future study pathways and career options.

Developing goals for the future will engage students in activities such as:

• selecting subjects, courses, and other learning relevant to pathways through and beyond school

• investigating possible career choices

• exploring personal and learning goals

• communicating and interacting with others to explore and present ideas and plans for current and

future learning goals

SCIENCE


Course Outline:

This course develops students’ scientific skills and knowledge as well as English vocabulary and expression

within the Science context. Students will learn how to write scientific reports as well as complete practical

experiments within well-equipped laboratories. The Science course will include topics from Physics, Chemistry

and Biology.

Languages

Language learning provides the opportunity for students to engage with the linguistic and cultural

diversity of humanity, to reflect on their understanding of human experience in all aspects of social

life, and on their own participation and ways of being in the world.

Learning languages broadens students’ horizons to include the personal, social, and employment

opportunities that an increasingly interconnected and interdependent world presents. The

interdependence of countries means people in all spheres of life have to be able to negotiate

experiences and meanings across languages and cultures. It has also brought the realisation that,

despite its status as a world language, a capability only in English is not sufficient. A bilingual or

pluri–lingual capability is the norm in most parts of the world.

Learning languages:

• extends the capability to communicate and extends literacy repertoires

• strengthens understanding of the nature of language, of culture, and of the processes of

communication

• develops intercultural understanding

• develops understanding of, and respect for, diversity and difference, and an openness to

different perspectives and experiences

• develops understanding of how culture shapes world view and extends the learner’s

understanding of themselves, their own heritage, values, culture, and identity

• strengthens intellectual and analytical capabilities and enhances creative and critical

thinking

Learning languages also contributes to strengthening the community’s social, economic, and

international development capabilities. Language capability contributes to the development of rich

linguistic and cultural resources through which the community can engage socially, culturally, and

economically in all domains. These include business, trade, science, law, education, tourism,

diplomacy, international relations, health, and languages.

Stage 1 Chinese - Background Speakers

Subject Code: 1CIS1

Length of course: Full year


Recommended Background:

Other Advice:

This subject further develops competence in the use of Modern Standard Chinese (Mandarin) for a

range of purposes, and extends understanding of Chinese life and culture. To achieve these purposes

students integrate the study of the function and structure of the Chinese language with the

exploration of social and cultural topics

Course Description:

The background speakers level languages are designed for students who have a background in the

language and who have had more than 1 year's education in a country where the language is spoken.

Students develop intercultural communication skills through examining relationships between

language, culture, and identity and reflecting on the ways in which culture is created, expressed, and

communicated through language.

Students clarify, extend, and develop their ideas and opinions on the prescribed themes and

contemporary issues, and develop their capability to communicate, interact, and negotiate meanings

within and across languages and cultures.

Topics Covered:

There are four prescribed themes: China and the World, Modernisation and Social Change, The

Overseas Chinese

Speaking Communities; Language in Use in Contemporary China. The study of themes, presented

through a range of texts, will enable students to reflect on, and respond to, aspects of the Language

and Culture of Chinese-speaking communities.

Students will develop skills in exchanging, analysing and evaluating information, opinions, and ideas.

Assessment:

There are ten summative assessment tasks which demonstrate skills in Oral Interaction, Text Analysis,

Writing in Chinese and Research.

Additional Costs:

Nil

Stage 1 Chinese - Continuers

Subject Code: 1CIE1



Recommended Background: Satisfactory completion of Year 10 Chinese

Course Outline:

The continuers level languages are designed for students who have studied the language for 400 to

500 hours by the time they have completed Stage 2, or who have an equivalent level of knowledge.

Students interact with others to share information, ideas, opinions and experiences.

They create texts in language to express information, feelings, ideas and opinions. They analyse texts

to interpret meaning, and examine relationships between language, culture and identity, and reflect

on the ways in which culture influences communication.

Topics Covered:

This subject focuses on using Modern Standard Chinese (Mandarin) to communicate, on

understanding the cultura

context in which Modern Standard Chinese (Mandarin) is used, and on making connections between

Modern Standard Chinese (Mandarin) and English and/or other languages. Students increase their

understanding of language as a system, develop cognitive, learning, and social skills, and reflect on

their own culture(s) through the study of another.

Assessment:


Writing in Chinese and Research.

Additional Costs:

Nil

Stage 1 French - Continuers

Subject Code: 1FRE1



Recommended Background: Satisfactory completion of Year 10 French.

Course Outline:




They create texts in language to express information, feelings, ideas and opinions.

They analyse texts to interpret meaning, and examine relationships between language, culture and

identity, and reflect on the ways in which culture influences communication.

Topics Covered:

There are three themes: The Individual, The French-speaking Communities and The Changing World.

Ten topics are prescribed across these themes. Stage 1 French aims to further develop

communicative skills in written and spoken French, to improve written and aural comprehension skills

and to extend awareness and understanding of the culture and way of life in French-speaking

countries.

Assessment:


Writing in French and Research.

Additional Costs:

Nil

Stage 1 Japanese - Continuers

Subject Code: 1JPE1



Recommended Background: Satisfactory completion of Year 10 Japanese.

Course Outline:




They create texts in language to express information, feelings, ideas and opinions.

They analyse texts to interpret meaning, and examine relationships between language, culture and

identity, and reflect on the ways in which culture influences communication.

Topics Covered:

There are three themes: The Individual; The Japanese Speaking Community and The Changing World.

Eight topics are presented across these themes. Stage 1 Japanese aims to further develop

communicative skills in written and spoken Japanese, to improve written and aural comprehension

skills and to extend awareness and understanding of the culture and way of life in Japan.

Assessment:


Writing in Japanese and Research.

Additional Costs:

Nil

Mathematics

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian

Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number

and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy

capabilities that all students need in their personal, work and civic life, and provides the fundamentals on

which mathematical specialties and professional applications of mathematics are built.

Mathematics has its own value and beauty and the Australian Curriculum: Mathematics aims to instil in

students an appreciation of the elegance and power of mathematical reasoning. Mathematical ideas have

evolved across all cultures over thousands of years, and are constantly developing. Digital technologies are

facilitating this expansion of ideas and providing access to new tools for continuing mathematical

exploration and invention. The curriculum focuses on developing increasingly sophisticated and refined

mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills.

These capabilities enable students to respond to familiar and unfamiliar situations by employing

mathematical strategies to make informed decisions and solve problems efficiently.

The Australian Curriculum: Mathematics ensures that the links between the various components of

mathematics, as well as the relationship between mathematics and other disciplines, are made clear.

Mathematics is composed of multiple but interrelated and interdependent concepts and systems which

students apply beyond the mathematics classroom. In science, for example, understanding sources of

error and their impact on the confidence of conclusions is vital, as is the use of mathematical models in

other disciplines. In geography, interpretation of data underpins the study of human populations and their

physical environments; in history, students need to be able to imagine timelines and time frames to

reconcile related events; and in English, deriving quantitative and spatial information is an important

aspect of making meaning of texts.

The curriculum anticipates that schools will ensure all students benefit from access to the power of

mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently.

The mathematics curriculum provides students with a carefully paced, in-depth study of critical skills and

concepts. It encourages teachers to help students become self-motivated, confident learners through

inquiry and active participation in challenging and engaging experiences.

Stage 1 Essential Mathematics A

Course Code:1EMA


SACE Credit points: 10 credit points

Other Advice: Students who successfully complete Stage 1 Essential Mathematics A and B can study

Stage 2 Essential Mathematics in year 12.

Course Outline: This subject is designed for students who are seeking to meet the SACE numeracy

requirement and also for students who are planning to study Stage 2 Essential Mathematics. There is

an emphasis on extending students’ mathematical skills in ways that apply to practical problem-

solving in everyday contexts. Students who complete the 10 credits of this subject with a C grade or

better will meet the numeracy requirement of the SACE.

Topics:

• Calculations, Time and Ratio

• Earning and Spending

• Measurement

Assessment: Three Skills and assessment tasks (75%) One Folio task (25%) Additional Costs:

• Casio Calculator fx-82AU Plus II

Stage 1 Essential Mathematics B

Course Code:1EMB Length of course: Semester SACE Credit points: 10 credit points

Recommend Background: Satisfactory completion of Year 10 General Mathematics and/or successful

completion of Essential Mathematics A

Other Advice: Students who successfully complete Stage 1 Essential Mathematics A and B can study

Stage 2 Essential Mathematics in year 12.

Course outline: This subject is designed as desired background for students who are planning to study

Stage 2 Essential Mathematics. There is an emphasis on extending students’ mathematical skills in ways that apply to practical

problem-solving in everyday contexts. Students who complete the 10 credits of this subject with a C grade or better will meet the numeracy

requirement of the SACE.

Topics:

• Data in Context

• Geometry

• Investing

Assessment: Three Skills and assessment tasks (75%) One Folio task (25%) Additional Costs

• Casio Calculator fx-82AU Plus II

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%2010%20Mathematics.html




Stage 1 General Mathematics A

Course Code: 1GMA

Length of course: Semester (Semester 1)

SACE Credit points: 10 credit points

Recommend Background: A, B or C in Year 10 Mathematical Methods or A, B in Year 10 General

Mathematics

Other Advice: Students who successfully complete Stage 1 General Mathematics A and B can study

Stage 2 General Mathematics or Stage 2 Essential Mathematics in year 12.

Course outline: General Mathematics extends students’ mathematical skills in ways that apply to

practical problem solving. Topics cover a diverse range of applications of mathematics, including

personal financial management, measurement and trigonometry, the statistical investigation process,

modelling using linear and non-linear functions, and discrete modelling using networks and matrices.

Successful completion General Mathematics at Stage 2 prepares students for entry to tertiary courses

requiring a non-specialised background in mathematics.

Students who complete 10 credits of this subject with a C grade or better will meet the numeracy


Topics:

• Applications of Trigonometry • Measurement

• Matrices and Networks

Assessment:

• Three skills and assessment tasks (70%)

• One directed investigation (30%)

Assessment:

• Three Skills and assessment tasks (70%)

• One Folio task (30%)

Additional Costs:

• Casio Calculator fx-82AU Plus II All students are also expected to have their own graphics calculator

• Casio Calculator FX-CG50AU Or

• Casio Calculator FX-CG20AU

Stage 1 General Mathematics B

Course Code:1GMB Length of course: Semester (Semester 2) SACE Credit points: 10 credit points Recommend Background: A, B or C in Year 10 Mathematical Methods, A, B in Year 10 General Mathematics Other Advice: Students who successfully complete Stage 1 General Mathematics A and B can study Stage 2 General Mathematics or Stage 2 Essential Mathematics in year 12. Course outline: General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. Topics cover a diverse range of applications of mathematics, including personal financial management, measurement and trigonometry, the statistical investigation process, modelling using linear and non-linear functions, and discrete modelling using networks and matrices. Successful completion General Mathematics at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics. Students who complete 10 credits of this subject with a C grade or better will meet the numeracy requirement of the SACE. Topics:

• Linear and Exponential Functions and their Graphs

• Statistical Investigation

• Investing and Borrowing

Assessment:

• Three skills and assessment tasks (70%) • One directed investigation (30%)

Assessment:



Additional Costs:

All students are expected to have their own graphics calculator

• Casio Calculator FX-CG50AU Or


Stage 1 Mathematical Methods A, B and C

Subject Code:


SACE points: 10 points

Recommended Background: A or B in Year 10 Mathematical Methods

Other Advice: It is highly recommended that students successfully pass Mathematical Methods A,B and C

in order to study Stage 2 Mathematical Methods. It is highly recommended that students pass Stage 1

Mathematical Methods A, B, C and Stage 1 Specialist Maths at a B level or higher in order to study Stage 2

Specialist Mathematics.

Course Outline:

Stage 1 Mathematics provides the foundation for further study in mathematics in Stage 2 Mathematical

Methods and Stage 2 Specialist Mathematics.

Stage 2 Mathematical Methods can lead to tertiary studies of economics, computer sciences, and the

sciences. It prepares students for courses and careers that may involve the use of statistics, such as health

or social sciences.

Stage 2 Specialist Mathematics can be a pathway to mathematical sciences, engineering, space science,

and laser physics. Specialist Mathematics is designed to be studied in conjunction with Mathematical

Methods.



Topics Covered

Mathematical Methods A (Semester 1):

• Polynomials

• Functions & Graphs

• Surds

Mathematical Methods B (Semester 1 or 2 but must study in semester 1 if also doing Specialist Maths):

• Trigonometry

• Continuous & Discrete Random data and Normal Distribution

• Matrices

Mathematical Methods C (Semester 2):

• Differential Calculus

• Growth and Decay

• Counting and Statistics

Assessment per subject:



Additional Costs:

All students are expected to have their own graphics calculator. • Casio Calculator FX-CG50AU

Stage 1 Specialist Maths

Subject Code: 1MTHD Length of course: Semester SACE Credit points: 10 points

Recommended background: A or B in Year 10 Mathematical Methods

Other Advice: It is highly recommended that students successfully pass Stage 1 Mathematical Methods A, B and C in

order to study Stage 2 Mathematical Methods. It is highly recommended that students pass Stage 1

Mathematical Methods A, B, C and Stage 1 Specialist Maths at a B level or higher in order to study

Stage 2 Specialist Mathematics.

Course Outline: Stage 1 Mathematics provides the foundation for further study in mathematics in

Stage 2 Mathematical Methods and Stage 2 Specialist Mathematics.

Stage 2 Mathematical Methods can lead to tertiary studies of economics, computer sciences, and the

sciences. It prepares students for courses and careers that may involve the use of statistics, such as

health or social sciences.

Stage 2 Specialist Mathematics can be a pathway to mathematical sciences, engineering, space

science, and laser physics. Specialist Mathematics is designed to be studied in conjunction with

Mathematical Methods.



Topics Covered:

• Vectors in the Plane

• Further Trigonometry

• Real and Complex Numbers

Assessment



Additional Costs: All students are expected to have their own graphics calculator.


Music


Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing

sounds that are selected and shaped, new sounds created by composers and performers, and the

placement of sounds in time and space. Composers, performers and listeners perceive and define these

sounds as music.

Music exists distinctively in every culture and is a basic expression of human experience. Students’ active

participation in music fosters understanding of other times, places, cultures and contexts. Through

continuous and sequential music learning, students listen to, compose and perform with increasing depth

and complexity. Through performing, composing and listening with intent to music, students have access

to knowledge, skills and understanding which can be gained in no other way. Learning in Music is aurally

based and can be understood without any recourse to notation. Learning to read and write music in

traditional and graphic forms enables students to access a wide range of music as independent learners.

Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging

students to reach their creative and expressive potential. Skills and techniques developed through

participation in music learning allow students to manipulate, express and share sound as listeners,

composers and performers. Music learning has a significant impact on the cognitive, affective, motor,

social and personal competencies of students.

As independent learners, students integrate listening, performing and composing activities. These

activities, developed sequentially, enhance their capacity to perceive and understand music. As students’

progress through studying Music, they learn to value and appreciate the power of music to transform the

heart, soul, mind and spirit of the individual. In this way students develop an aesthetic appreciation and

enjoyment of music.

Special Interest Music

The Special Interest Music Program offers a broad music education, performance opportunities, as

well as an intensive study of music. It has an enviable reputation as a centre for outstanding music

education, a tradition of excellence and achievement in all endeavours, and a program that is vibrant,

innovative and highly regarded nationally and internationally.

Underlying principles of Special Interest Music Centres in Public Schools.

• To cater for students who demonstrate the strongest motivation and greatest aptitude for

development in music.

• To develop self-confidence and achievement of personal excellence in music, enabling

confident participation in music within the school and the wider community.

• Successful applicants will pursue their music studies until the completion of Stage 2.

Special Music Entry (Special Interest Music)

Entry to this course is through application and successful completion of a practical musicianship test,

audition and

interview. Although usual entry is for Year 7s enrolling into Year 8, entry to higher year levels is

possible but with musical and academic prerequisites. Special students are passionate and committed

to a musical education. SIMC Candidate selection criteria and application forms and the information

brochure outline the process for enrolment and entry into this course.

Special Interest Music students receive a scholarship to support private instrumental/vocal tuition and

travel grants are available for students meeting specific criteria.

Special Music Curriculum (Years 8 to 10)

In Years 8 to 10, areas of study for Special Music students include Theory, Aural, Composition and

Arrangement, Concert Practice, Solo and Ensemble Performance, Choir, Score Reading and Listening,

History, Analysis, Early Music, Music Pathways and Music Technology.

Special Music Curriculum (Senior Music)

The Senior Music Program offers students a broad and comprehensive musical education. Four music

subjects are offered as part of Stage 1 and all eight music options are offered in Stage 2 of the SACE.

The school provides pathways to music studies at tertiary level.

Orchestral Program

Marryatville High School has four orchestras: School Orchestra, Studio Orchestra, Chamber Orchestra

and the

Junior Orchestra. The School Orchestra has travelled to Japan and Europe, as well as many regional

and national tours.

Concert Band

Marryatville High School has a strong band program at junior and senior level. The development of

ensemble skills is nurtured through the classroom program in Years 8 to 10, as well as after hours as a

co-curricular activity.

http://www.marryatvillehs.sa.edu.au/_r2662/media/system/attrib/file/384/SIMC%20APPLICATION%20FORM%202015%20September.pdf

http://www.marryatvillehs.sa.edu.au/_r2495/media/system/attrib/file/275/SIMC%20Brochure%202015.pdf

http://www.marryatvillehs.sa.edu.au/_r2495/media/system/attrib/file/275/SIMC%20Brochure%202015.pdf

Jazz

Through the Jazz program the Big Bands have had success in local and national competitions, namely

the Generations in Jazz National Stage band Awards associated with James Morrison. Big Band One

has toured to England, USA and Canada.

Choral

As singing is the most important part of a child’s musical development, it is an integral part of the

music program at Marryatville High School. Every music student sings in a class choir. Students may

also choose to participate in Co-curricular ensembles: Concert Choir, Chamber Choir, Junior Choir,

Boys’ Choir, Girls’ Choir and the Pops Vocal Ensemble.

Small Ensembles

Our extra curricular ensembles include many smaller groups such as: Double Bass Ensemble, Flute

Ensemble, Baroque Ensemble, Senior and Junior Recorder Ensembles, Senior and Junior Guitar

Ensembles, Percussion Ensembles, Jazz Combos, Instrumental trios and quartets and other ensembles

depending on student needs.

Specialist Areas

Expertise is available in the highly specialised area of Composition. Students may access

contemporary music technology through the music computer laboratory and recording studio.

Special Music Expectations

Special music students:

• are committed to the intensive study of music within the context of a balanced musical

education.

• are committed to the Special Interest Music program from Years 8 to 12.

• intend studying music to SACE Stage 2 (Year 12).

• participate in the SIMC’s co-curricular ensembles (lunchtime and/or after school), attend

rehearsals and performances outside of school hours. (If a conflict with outside interests

arises, the preference must be given to the SIMC.).

http://www.marryatvillehs.sa.edu.au/_r524/media/system/attrib/file/245/MHS%20Expectations%20for%20Music%202.pdf

Stage 1 Exploring Popular Music (Sem 1)

Subject Code: 1MUE1



Recommended Background: Satisfactory completion of Year 10 Music (or its equivalent) and at least 2

full years of tuition on their chosen instrument.

Other Advice: It is a requirement that the students undertake instrumental tuition, with either the

Instrumental Music Service or a private teacher. In order to take full advantage of the learning in this

subject students are It is recommended to also enrol in Music Exploration 2 (in Semester 2)

Provides Pathways: to Stage 2 music subjects

Course Outline:

New in 2018 - SACE Music Advanced subject. It is designed to extend students’ existing musical

understanding and skills in creating and responding to music. Students develop and extend their

musical literacy and understanding through the exploration of song writing, music technology and

contemporary musical idioms, and apply it in the creation of their own music. They identify and

analyse musical elements, structure, and stylistic features of the music of others. Students reflect on

their understanding and develop the ability to appraise and refine their creative works in response to

their musical understanding, skills, and techniques. Music Exploration has a focus on a variety of

popular music styles and music production.

Topics: Composition, style, music technology, and performance

Assessment:

• Creative works: Performance and Composition

• Musical Literacy: Analysis, Musicianship, Reflection

Additional Costs:

Nil

Stage 1 Exploring Film Music (Sem 2)

Subject Code: 1MUE2



Recommended Background: Stage 1 Music Exploration 1 (Sem 1), or satisfactory completion of Year

10 Music (or its equivalent) and at least 2 full years of tuition on their chosen instrument.

Other Advice: It is a requirement that the students undertake instrumental tuition, with either the

Instrumental Music Service or a private teacher.


Course Outline:

SACE Music Advanced subject. Students develop and extend their musical literacy and understanding

through the exploration of film music and music technology musical works and apply it in the creation

of their own music. They explore and develop their practical skills through performing and composing

film music. They identify and analyse musical elements, structure, and stylistic features of the music

of others. Students reflect on their understanding and develop the ability to appraise and refine their

creative works in response to their musical understanding, skills, and techniques. Music Studies has a

focus on film music techniques.

Topics: Analysis, Musical Styles and Contexts, Composition, Music Technology, and Performance

Assessment:

• Performance

• Sound Technology

• Musical Literacy and Analysis

Additional Costs:

Nil

Stage 1 Music Studies

Subject Code: 1MUS1



Recommended Background: Satisfactory completion of Year 10 Music, and at least 3 full years of

tuition on their chosen instrument.

Other advice: It is a requirement that the students undertake instrumental tuition, with either the

Instrumental Music Service or a private teacher.


Course Outline:

New in 2018 - SACE Music Advanced subject. It is designed to extend students’ existing musical

understanding and skills in creating and responding to music. Students develop and extend their

musical literacy and understanding through the exploration of musical works and apply it in the

creation of their own music. They explore and develop their practical skills through performing,

arranging and composing works. They identify and analyse musical elements, structure, and stylistic

features of their own music and the music of others. Students reflect on their understanding and

develop the ability to appraise and refine their creative works in response to their musical

understanding, skills, and techniques. Music Studies has a focus on Performance, Musicianship, and

Composition/Arranging.

Topics: Musicianship, Analysis, Responding, Composition/Arranging, Solo or Ensemble Performance

Assessment: Creative works: Performance and Composition/Arrangement Musical Literacy: Analysis,

Musicianship, Responding

Stage 1 Music Technology

Subject Code: 1MUT



Recommended Background: Students should have a good working knowledge of ICT, and basic music

theory knowledge (year 10 music or equivalent).

Provides Pathways: Stage 2 Music Technology, sound recording/music industry courses at TAFE etc.

Course Outline:

SACE Music Experience subject. This subject is designed for students with emerging musical skills

providing opportunities to develop understanding and skills in creating and responding to music

through the use of technology. They explore and develop their practical skills through digital

manipulation, arranging and composing works. They identify and analyse musical elements, structure,

and stylistic features of the music of others. Students reflect on their understanding and develop the

ability to appraise and refine their creative works in response to their musical understanding, skills,

and techniques.

Topics: Sound reinforcement, Loops and Waves, Recording and Sound manipulation, MIDI

sequencing, audio effects and processes.

Assessment:

• Digital techniques and processes

• Musical Literacy and Analysis

• Creative work

Stage 1 Personal Learning Plan

Subject Code: 1PLP10 Length of Course: Year Credit Points: 10 Stage 1 Recommend Background: NIL Course Outline The Personal Learning Plan (PLP) is a compulsory subject at Stage 1, normally undertaken at Year 10. The PLP helps students to plan for their future and assists them in choosing the subjects they will study in Years 11 and 12. Students must achieve a C grade or better to successfully complete the subject. At Marryatville High students commence PLP Task 1 at Year 9 and complete Tasks 2, 3 & 4 at Year 10. The course is delivered and studied during the Student Life Program and home group time. ASSESSMENT TYPE 1: Folio

Task 1: My Capabilities Students explore the seven capabilities and how they can each be applied to their life in the classroom and in society as a whole, both now and in the future. Students complete a resume with application of some of the capabilities. Task 2: My Learning Plan Students investigate a career pathway that will assist with selection of an appropriate SACE course for Year 11 and 12. Students will access careers information sources and interact with people with relevant expertise to explore, develop and identify ideas and plans for present and future learning goals. Task 3: Work and employment skills Snow Tour or Work Experience - Students evaluate and document their personal development in a work context as they participate in either the Snow Tour or Work Experience placement. There are two sections to this task: the ‘Work Preparation’ and the ‘Reflection’. ASSESSMENT TYPE 2: Review Task 4: My Learning Reflection Students reflect on the development of the seven capabilities during the course of year 10, given all the activities they have been involved in. Students also will reflect back on their development through years 8 and 0 and comment on how their goals have changed with experience. Assessment ASSESSMENT TYPE 1: Folio 75% ASSESSMENT TYPE 2: Review 25%

Science

Science provides an empirical way of answering interesting and important questions about the

biological, physical and technological world. The knowledge it produces has proved to be a reliable

basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and

creative human endeavour arising from our desire to make sense of our world through exploring the

unknown, investigating universal mysteries, making predictions and solving problems. Science aims to

understand a large number of observations in terms of a much smaller number of broad principles.

Science knowledge is contestable and is revised, refined and extended as new evidence arises.

The Australian Curriculum: Science provides opportunities for students to develop an understanding

of important science concepts and processes, the practices used to develop scientific knowledge, of

science’s contribution to our culture and society, and its applications in our lives. The curriculum

supports students to develop the scientific knowledge, understandings and skills to make informed

decisions about local, national and global issues and to participate, if they so wish, in science-related

careers.

In addition to its practical applications, learning science is a valuable pursuit in its own right. Students

can experience the joy of scientific discovery and nurture their natural curiosity about the world

around them. In doing this, they develop critical and creative thinking skills and challenge themselves

to identify questions and draw evidence-based conclusions using scientific methods. The wider

benefits of this “scientific literacy” are well established, including giving students the capability to

investigate the natural world and changes made to it through human activity.

The science curriculum promotes six overarching ideas that highlight certain common approaches to

a scientific view of the world and which can be applied to many of the areas of scientific

understanding. These overarching ideas are patterns, order and organisation; form and function;

stability and change; systems; scale and measurement; and matter and energy.

Stage 1 Biochemistry

Code:


Credit points and TAS Status: 20 points in total (10 credits each for Stage 1 Biology and Stage 1 Chemistry)

Recommended Background: Completion of Year 10 Science at High standard ( A/B standard)

Other: extra time commitment required – at least 2 free lessons per week.

Advice:

This course would be suitable for students who have a keen interest in Science, but would like to do an

integrated approach to learning Chemistry and Biology. The course will prepare students with the

background knowledge required for Stage 2 Biology while those interested in taking Stage 2 Chemistry

would need to undertake an additional semester of Stage 1 Chemistry in Semester 2. This course has been

designed to enable students to get 10 credits for Biology and 10 credits for Chemistry with a separate

Learning and Assessment plan submitted for each subject. Students selecting this subject will be required

to attend an additional lesson a week to ensure they can complete the extra assessment tasks required.

Course outline:

Science inquiry skills and science as a human endeavour are integral to students’ learning in this subject

and are interwoven through their study of science understanding, which is organised into 5 topics.

Through the study of these topics, students extend their understanding of biological and chemical

concepts. These include the nature of living things, as well as the interactions of those living things with

members of the same species, members of other species, and the environment, and principles of

chemistry that include atomic structure, bonding, polarity, solubility and energy.

Topics Included:

The integrated course will include the following topics from the Stage 1 Chemistry and Biology subject

outlines:

Stage 1 Chemistry

• Topic 1: Materials and their Atoms

• Topic 2: Combinations of Atoms

• Topic 3: Molecules

Stage 1 Biology

• Topic 1: Cells and Microorganisms

• Topic 4: Biodiversity and Ecosystem Dynamics

Assessment:

A separate Learning and Assessment Plan will be submitted for each subject (Biology and Chemistry). Both

will be assessed as follows:

• Skills and Application tasks 60%

• Investigation Folio 40%

Students provide evidence of their learning through eight assessments (4 for each subject) of which

• at least two are practical investigations

• at least two are science as a human endeavour investigations

• at least two are skills and applications tasks.

Additional Costs:

$65 for Stage 1 Chemistry Workbook, student to retain at the end of the year.

Stage 1 Biology A

Subject Code: 1BGYA



Recommended Background: Satisfactory completion of Year 10 Science.

Course Outline:

Science inquiry skills and science as a human endeavour are integral to student learning in this subject

and are interwoven through the study of scientific understanding, which is organised into four topics.

Through the study of these topics, students extend their understanding of the nature of living things,

as well as the interactions of living things with members of the same species, members of other

species, and the environment.

Topics Covered:

Students will cover the following topics:

• Cells and Microorganisms: In this topic, students examine the development of the cell theory, the exchange of materials, and processes required for cell survival. Energy is transformed and transferred in the biochemical processes of photosynthesis and respiration. Students will also investigate the conditions necessary for the growth and survival of microorganisms, the uses of microorganisms, and their role in decomposition and food spoilage.

• Infectious Disease ; Students examine the various agents that can cause infectious diseases, including viral, bacterial, and other parasitic pathogens and examine the structure and function of the main components of the immune system. Students study how biotechnology has contributed to not only the understanding of the human immune system but also the development of vaccinations and other medications and look at the impact that infectious diseases have on populations across the global community, including factors that affect spread, control, and treatment of infectious disease

Assessment:



Additional Costs:

Nil

Stage 1 Biology B

Subject Code: 1BGYB



Recommended Background: Satisfactory completion of Year 10 Science

Course Outline:

Science inquiry skills and science as a human endeavour are integral to students’ learning in this

subject and are interwoven through their study of science understanding, which is organised into four

topics. Through the study of these topics, students extend their understanding of the nature of living

things, as well as of the interactions of those living things with members of the same species,

members of other species, and the environment.

Topics included:

Students will cover the following topics:

• Multicellular Organisms: Students examine the structure and function of various multicellular organisms, which could include the investigation of human, insect, and/or plant systems. Students examine the hierarchical structure of organisms and look at the arrangement and characteristics of cells, tissues, organs, and organ systems. Students consider the structure and function of various organ systems in human beings and other species, including specific attributes of the circulatory, respiratory, excretory, and digestive systems in animals. Plants are also studied with consideration of growth, the role of photosynthesis and the way that materials are transported throughout the plant. Students develop an understanding of how biotechnology has contributed to not only the understanding of how systems within multicellular organism function together but also how it has enabled new development of medical treatments based on genetic factors.

• Biodiversity and Ecosystem Dynamics: In this topic, students investigate diverse ecosystems, exploring the range of biotic and abiotic components to understand the dynamics, diversity, and underlying unity of these systems. They investigate ecosystem dynamics, including interactions within and between species, and interactions between abiotic and biotic components of ecosystems. Students use classification keys to identify organisms, describe the biodiversity in ecosystems, and investigate patterns in relationships between species. When undertaking fieldwork, students individually and/or collaboratively collect first-hand data and experience interactions in local ecosystems. To understand the interconnectedness of organisms, the physical environment, and human activity, students analyse and interpret data collected through investigation of a local environment and from sources relating to other Australian, regional, and/or global environments.

Assessment:



Additional Costs:

Nil

Stage 1 Chemistry

Subject Code: 1CEM



Recommended Background: Completion of Year 10 Science & Maths at High standard (A/B ) Year 10

Science.

Course Outline:


and are interwoven through the scientific understanding, which is organised into six topics.

In their study of these topics, students develop and extend their understanding of some of the

fundamental principles and concepts of chemistry, including structure, bonding, polarity, solubility, acid-

base reactions, and redox. These are introduced in the individual topics, with the mole concept and some

energy concepts introduced gradually throughout these topics.

Topics Included:

Stage 1 Chemistry consists of the following topics:




• Topic 4: Mixtures and Solutions

• Topic 5: Acid and Bases

• Topic 6: Redox Reactions

Assessment:

The following assessment types enable students to demonstrate their learning in Stage 1 Chemistry.

• Assessment Type 1: Investigations Folio 40%

• Assessment Type 2: Skills and Applications Tasks 60%

Students provide evidence of their learning through eight assessments of which




Skills and applications tasks allow students to provide evidence of their learning in tasks that may be:

• routine, analytical, and/or interpretative

• posed in new and familiar contexts

• individual or collaborative assessments, depending on the design of the assessment.

Folio tasks allow students to provide evidence of their learning in relation to the following assessment

design criteria:

• investigation, analysis, and evaluation

• knowledge and application.

Additional Costs:

$65 for Stage 1 Chemistry Workbook, student to retain at the end of the year.

Stage 1 Biochemistry

Code:


Credit points and TAS Status: 20 points in total (10 credits each for Stage 1 Biology and Stage 1 Chemistry)

Recommended Background: Completion of Year 10 Science at High standard ( A/B standard)

Other: extra time commitment required – at least 2 free lessons per week.

Advice:

This course would be suitable for students who have a keen interest in Science, but would like to do an

integrated approach to learning Chemistry and Biology. The course will prepare students with the

background knowledge required for Stage 2 Biology while those interested in taking Stage 2 Chemistry

would need to undertake an additional semester of Stage 1 Chemistry in Semester 2. This course has been

designed to enable students to get 10 credits for Biology and 10 credits for Chemistry with a separate

Learning and Assessment plan submitted for each subject. Students selecting this subject will be required

to attend an additional lesson a week to ensure they can complete the extra assessment tasks required.

Course outline:


and are interwoven through their study of science understanding, which is organised into 5 topics.

Through the study of these topics, students extend their understanding of biological and chemical

concepts. These include the nature of living things, as well as the interactions of those living things with

members of the same species, members of other species, and the environment, and principles of

chemistry that include atomic structure, bonding, polarity, solubility and energy.

Topics Included:

The integrated course will include the following topics from the Stage 1 Chemistry and Biology subject

outlines:

Stage 1 Chemistry




Stage 1 Biology

• Topic 1: Cells and Microorganisms

• Topic 4: Biodiversity and Ecosystem Dynamics

Assessment:

A separate Learning and Assessment Plan will be submitted for each subject (Biology and Chemistry). Both

will be assessed as follows:



Students provide evidence of their learning through eight assessments (4 for each subject) of which




Additional Costs:

Nil

Stage 1 Physics

Subject Code: 1PYI

Length of course: Full Year (Semester 2 cannot be completed in isolation)


Recommended Background: Completion of Year 10 Science & Maths at High standard (A/B) Year 10

Science.

Course Outline:


and are interwoven through their study of science understanding, which is organised into six topics.

Through the study of these topics, students develop and extend their understanding of the interaction

between matter, energy, and forces in linear motion, and electric circuits and the transfer and

transformation of energy. They study the wave model to better understand how energy can be transferred

through matter and space. Students examine the structure of matter, spontaneous nuclear reactions, and

the ionising radiation that results from these processes.

Topics Covered:

Stage 1 Physics consists of the following topics:

• Topic 1: Linear Motion and Forces

• Topic 2: Electric Circuits

• Topic 3: Waves

• Topic 4: Heat

• Topic 5: Energy and Momentum

• Topic 6: Nuclear Models and Radioactivity

Assessment:

The following assessment types enable students to demonstrate their learning in Stage 1 Chemistry.

• Assessment Type 1: Investigations Folio 50%

• Assessment Type 2: Skills and Applications Tasks 50%

Students provide evidence of their learning through eight assessments of which

• at least two practical investigations

• at least two science as a human endeavour investigations

• at least two skills and applications tasks.

Skills and applications tasks allow students to provide evidence of their learning in tasks that may be:

• routine, analytical, and/or interpretative

• posed in new and familiar contexts

• individual or collaborative assessments, depending on the design of the assessment.

Folio tasks allow students provide evidence of their learning in relation to the following assessment design

criteria:

• investigation, analysis, and evaluation

• knowledge and application.

Additional Costs:

$65 for Stage 1 Physics Workbook, student to retain at the end of the year.

Stage 1 Psychology

Subject Code: 1PSY



Recommended Background: Satisfactory completion of Year 10 Science.

Course Outline:

The study of psychology enables students to understand their own behaviours and the behaviours of

others. Psychological knowledge can be applied to improve outcomes and the quality of experience in

various areas of life, such as education, intimate relationships, child rearing, employment and leisure.

Psychology builds on the scientific method by involving students in the collection and analysis of

qualitative and quantitative data.

By emphasising evidence-based procedures (i.e. observation, experimentation and experience), the

subject allows students to develop useful skills in analytical and critical thinking, and in making

inferences by employing evidence-based procedures.

Topics Included:

Psychology is a science subject and is based upon Psychological principles used to understand our

own behaviour

and that of others. It has a direct relevance to our personal and social lives. The principles of

Psychology are studied using scientific methods of investigation. As part of the course work students

participate In a SACE Board Psychology Research Program and write a detailed scientific report on the

results of the Investigation.

The course may cover the following topics:

• Introduction to Psychology (compulsory)

• Social Influence and Social Interaction

• Intelligence, Cognition, Brain and Behaviour

• Human Development and Emotion.

Assessment:



Additional Costs:

Nil

Stage 1 Nutrition Length of course: Semester Credit points: 10 credits Recommended Background: Completion of Year 10 Science (A/B standard) / completion of Year 10 Nutrition in the Kitchen (A/B standard). Advice: Students will study Nutrition as a Science Subject. Nutrition is a contemporary science which immerses students in the fundamentals of human nutrition, physiology and health and promotes investigation of current and emerging trends. It is the study of dietary, lifestyle, and healthy eating patterns with specific focus on nutrients in food, how the body uses nutrients, and the relationship between diet, health and disease. Students will apply knowledge and understanding of nutrition to conduct investigations and examine scenarios. Students use technologies, scientific evidence and research to critically analyse information and make informed decisions or recommendations. Course outline: The concepts in Stage 1 Nutrition provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science. The three strands of science to be integrated throughout the student learning are:

• science inquiry skills

• science as a human endeavour

• nutrition science understanding

Together with science as a human endeavour, the science inquiry skills and science understanding form the basis of teaching, learning, and assessment in this subject. Topics Included: Students will cover the following topics: Topic 1: Principles of Nutrition, Physiology and Health

Possible contexts may include: nutrients, over and under nutrition and dietary disorders. Topic 2: Health Promotion and Emerging Health

Possible contexts may include: the psychology of food marketing, Australian Dietary Guidelines, nutrition in the life cycle, Indigenous Australians: food changes from the traditional to the contemporary, organic food versus, genetically modified food, health promotion for specific community groups, specific foods and nutrition value, future foods and harvest to plate.

Topic 3: Sustainable Food Systems Possible contexts may include: water quality and health, famine, sustainable food futures waste management Food Bank, fresh versus processed foods food packaging and labelling, contaminated food, safe food handling, preservation methods chemical and functional changes in macronutrients.

Assessment: Assessment Type 1: Investigation Folio 50% Assessment Type 2: Skills and Application tasks 50% Students provide evidence of their learning through four assessments of which One practical investigation One science as a human endeavour investigation at least two are skills and applications tasks. Additional Costs: Nil

Technologies

Technologies enrich and impact on the lives of people and societies globally. Societies need

enterprising individuals who can make discerning decisions about the development and use of

technologies and who can independently and collaboratively develop solutions to complex challenges

and contribute to sustainable patterns of living. Technologies can play an important role in

transforming, restoring and sustaining societies and natural, managed, and constructed

environments.

Technologies subjects at Marryatville high school come in a variety of options but can be broadly

separated into two areas:

• Technologies, in which students use design thinking and technologies to generate and

produce designed solutions for authentic needs and opportunities focusing on either Material or Digital solutions.

• Food and Textile Technologies, where the focus on producing designed solutions is through the medium of hospitality or fashion design.

All classes follow either the Australian Curriculum or South Australian Certificate of Education

Curriculums where: Technologies will ensure that all students benefit from learning about and

working with traditional, contemporary and emerging technologies that shape the world in which we

live. This learning area encourages students to apply their knowledge and practical skills and

processes when using technologies and other resources to create innovative solutions, independently

and collaboratively, that meet current and future needs.

The practical nature of the Technologies learning area engages students in critical and creative

thinking, including understanding interrelationships in systems when solving complex problems. A

systematic approach to experimentation, problem-solving, prototyping and evaluation instils in

students the value of planning and reviewing processes to realise ideas.

All young Australians should develop capacity for action and a critical appreciation of the processes

through which technologies are developed and how technologies can contribute to societies.

Students need opportunities to consider the use and impact of technological solutions on equity,

ethics, and personal and social values. In creating solutions, as well as responding to the designed

world, students consider desirable sustainable patterns of living, and contribute to preferred futures

for themselves and others.

Please find more detailed information for each Technologies subject hereafter

CAD Engineering & Advanced Manufacturing

Subject Code: 1TAME

SACE Credits: 10 points



Course Outline:

An exciting, innovative course, where students will use modern 3D modelling packages such as Revit

or Fusion 360 depending on their focus of either 3D Design/Engineering or Architecture. Students will

develop 3D solutions to several exercises before developing their own design brief and solution to a

problem. Revit is used for students focused on architecture an industry standard software package.

Once students have the applicable skills they will develop their own 'product' and test it via both

digital analysis tools and rapid prototyping methods (3D printing).

They will use the design realisation process to develop the solution to the best of their ability taking

into consideration;

• Manufacturing methods & tools,

• Material characteristics and properties

• Legal responsibilities

• Economic considerations

• Sustainability

• Ethical Applications

• Target Audiences

• Innovation and Creativity

Topics Included:

• How to design in 3D with a focus on manufacturing

• Designing, testing and creating machine parts based on the science of materials.

• Using simulation tools to test designed parts

• Creating technical drawings to communicate ideas

• Changing 3d printing parameters to affect changes in printed objects

• Designing a tool path to operate a CNC to manufacture a final product

Assessment

• 2 Specialised Skills Tasks (40%)

• Design Process and Solution (product) (60%)

Additional Costs

Nil

Material Solutions Alloy and Metal Manufacturing

Subject Code: 1TAMM Length of course: Semester Recommended Background: Nil

Course Outline: Within Alloy and Metal Manufacturing students will engage with the metal manufacturing and design

industry and learn how it plays a role in the 21st century.

A primary aim for the course is to develop sophisticated solutions using both digital physically skills to

solve complex problems.

Students learn to design, shape and weld metals to construct solutions to problems and challenges.

They will engage with different production methods and develop skills using machinery, welders and

hand tools. There will a focus for design and creativity by making a personalized major product using

the skills learnt and negotiating with the staff member on the final product.

Topics Include:

• Fabrication and research associated with metals.

• Technical drawing skills and project costing.

• Material fabrication processes and associated equipment technology

• Designing in digital workspaces and analysing different production methods

• Use of appropriate Computer Aided Design (CAD) will also be covered.

Assessment:

Students’ performance will be determined according to the subject’s Performance Standards, as

outlined by the SACE Board. Grades A to E will be used for reporting purposes.

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

• Specialised Skills Tasks 40%

• Design Process and Solution 60%

Additional Costs:

Nil

Child Care (VET)

Subject Code: 1CHLS


VET units: TBA



Course Outline:

It is anticipated that students will study units of competency for credits towards a Certificate in

Community Services, with a Childcare focus. Students will develop knowledge and skills needed to

provide quality care for young children and take an active role in creating environments that support

children's learning and development.

Students will have the experience of working with children in a childcare environment.

Other advice:

In this practical course students will have the experience of working with children in a childcare

environment. Most of the course will be assessed at a nearby Childcare Centre.

This subject is not school graded however it will count towards Stage 1 credits.

Assessment:

• The WHS Work, Health and Safety must be achieved prior to the commencement of the Childcare Placement

• A demonstration of skills at the Childcare placement and journal entries is required.


Coding & Game Development

Subject Code: 1TPDA

Credit Points: 10


Recommended Background: Satisfactory completion of a Year 8 - 10 Digital Technologies

Course Outline:

In this course students will design, code and test their own 2D or 3D video game. Students

will work individually and in teams using a state-of-the-art game development platform.

Students will showcase their games at the end of the course and may have the opportunity to

release their game on a mobile platform or as a web-based application.

Topics Include:

Computational thinking skills are integral to each focus area, together with applying program design

skills and exploring innovation. Students analyse patterns and relationships in data sets and develop

their own to create solutions to their game development further topics include;

• Game theory

• Game design

• Game mechanics

Assessment:

The following assessment types enable students to demonstrate their learning.

• Project Skills • Digital Solution

Students provide evidence of their learning through four assessments. Each assessment type should

have a weighting of at least 20%.

Students complete:

• at least two project skills tasks • at least one digital solution.

Students must have the opportunity to work collaboratively in at least one assessment.

Additional Costs:

• Nil

Fashion Design & Entrepreneurship

Subject Code: 1TFDE SACE Credits: 10 points Length of course: Semester Recommended Background: Nil

Course Outline:

In Design, Technology, and Engineering, provides students with a flexible framework that

encourages students to be creative, innovative, and enterprising in their chosen context.

They apply critical thinking and problem-solving skills and incorporate technologies to

address design problems and challenges.

In Design, Technology and Engineering students use the design and realisation process to

engineer solutions for the development of products or systems within the fashion design

context (Clothing and textiles).

Students learn to create a design brief that provides the basis for the development of

potential solutions to design problems. Review design features, processes, materials and

production techniques to assist with the realisation of the solution.

Topics Included:

• Fabrics and Textiles

• Designing for purpose

• Fashion industry research

• Developing a brand

• Creating garments for a brand

Assessment

• 2 Specialised Skills Tasks (40%)

• Design Process and Solution (product) (60%)

Additional Costs

Nil

Food & Hospitality: Contemporary Food Trends

Subject Code: 1TCFT



Recommended Background: Satisfactory achievement in Year 10 Food Technologies: Cafe Culture,

Catering and Event Management and/or Nutrition in the Kitchen.

Course Outline:

The Food and Hospitality industry is dynamic and changing. In Stage 1 Food and Hospitality, students

examine hospitality industry concepts and factors that influence people’s food choices and the service

skills needed to successfully participate in the hospitality industry. Students gain an understanding of

the diversity of the food and hospitality industry in meeting the needs of customers.

Students work independently and collaboratively to achieve common goals. They develop skills and

safe work practices in the preparation, storage and handling of food, complying with current health

and safety legislation. Students investigate and debate contemporary food and hospitality issues and

current management practices.

Students may be required to participate in activities outside school hours, both within the school and

in the wider community.

Topics Include:

Students investigate and debate contemporary food and hospitality issues and current management

practices.

Assessment:

Assessment includes research, practical application and evaluation components.

• Assessment Type 1: 2 Practical Activities : Sustainable Take-aways and Vegan Desserts

• Assessment Type 2: 1 Group Activity : Canape/Tapas Service

• Assessment Type 3: 1 Investigation : Industry concepts

Additional Costs

Nil

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%2010%20Cafe%20Culture.html

Food and Hospitality Industry Skills & Concepts

Subject Code: 1TFHISC



Recommended Background: Satisfactory achievement in Year 10 Food Technologies - Cafe Culture

and/or Year 10 Café Culture and /or Food and Nutrition

Course Outline:

The Food and Hospitality industry is dynamic and changing. In Stage 1 Food and Hospitality, students

examine hospitality industry concepts and factors that influence people’s food choices and the service

skills needed to successfully participate in the hospitality industry. Students gain an understanding of

the diversity of the food and hospitality industry in meeting the needs of customers.

Students work independently and collaboratively to achieve common goals. They develop skills and

safe work practices in the preparation, storage and handling of food, complying with current health

and safety legislation. Students investigate and debate contemporary food and hospitality issues and

current management practices.

Students may be required to participate in activities outside school hours, both within the school and

in the wider community.

Topics Included:

• Trends in Food and culture • Food and Safety • Local and global issues in Food and Hospitality • Food, the Individual, and the Family

Assessment:

• Assessment Type 1: 2 Practical Activities : Brunch Menus and Food Service and Skills • Assessment Type 2: 1 Group Activity : High Tea Function

• Assessment Type 3: 1 Investigation : Industry concepts

No exams

Additional Costs:

Possible costs for excursions

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%2010%20Cafe%20Culture.html

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%2010%20Food%20Technologies%202%20%E2%80%93%20Food%20Service.html

Information Processing and Publishing

Subject Code: 1TIPP



Recommended Background: Satisfactory completion of any Year 10 Information Processing and

Publishing

Course Outline:

Students apply practical skills and design principles to provide creative solutions to text-based or web-

based communication tasks. They create hard copy, electronic text-based publications, websites and

dynamic images and evaluate the development process.

Students use technology to design and implement information processing solutions, and identify,

choose, and use the appropriate computer hardware and software to process, manage and

communicate information in a range of contexts.

Topics Covered

• Business Publishing

• Digital Publishing

• Personal Publishing.

• Adobe Photoshop

• Adobe Indesign

• HTML5 & CSS

Assessment:

• Practical Skills 50% • Issues Study 20% • Product and Documentation 30%

Material Solutions Timber Furniture Design

Subject Code: 1MRS10 Credit Points: 10 Length of course: Semester Recommended Background: Satisfactory completion of a Year 8 - 10 Technologies Class

Course Outline:

This course combines the design and creation of a product to meet a design brief. Through combining their designing

and creating skills with knowledge and understanding of materials, information and equipment students safely and

competently complete and document the production of a high-quality product. Students learn about and engage in the

safe use of manufacturing technologies including tools, portable and fixed power machinery, and CAD software.

Topics Include:

Practical problem solving, safety awareness and industrial practices are all important aspects of the course. They will be

required to engage in a major design based on a hinged door small cabinet or hinge lid chest utilising associated,

hardware selection, plinth techniques, and jointing for box and door construction.

Students document their designing and production through a Folio, emphasising design briefs, production processes,

problem solving strategies, CAD generated working drawings, and product and process evaluations.

Students also undertake Skills tasks relevant to the designed product. They document their skills by evaluating and

assessing their development of the prescribed skills in relation to their final product.

Assessment:

Students’ performance will be determined according to the subject’s Performance Standards, as outlined by the SACE

Board. Grades A to E will be used for reporting purposes.

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

• Specialised Skills Tasks: CAD and jointing skills related to the Product

• Design process and solution: Product, and Product documentation (Folio, and Product procedures, problem

solving).

Additional Costs:

School fees cover basic materials and ingredients. Students who wish to use additional or alternative materials need to

supply their own.

Robotic and Electronic Systems

Subject Code: 1TRES



Recommended Background: Satisfactory completion of Year 10 Electronics

Course Description:

Students design and produce a robotic system such an autonomous vehicle or articulating arm. They then program this

system to solve a problem identified within the community. This course has an entrepreneurial and coding for change

focus promoting both practical and digital knowledge. Including but not limited to 3D printing, programming, laser

cutting, computer aided engineering (CAE).

Topics Include:

This course is designed to allow students to gain theoretical knowledge and develop practical skills in both analogue and

digital electronic circuit components and techniques. Students will learn component and electrical theory, develop

circuit analysis and troubleshooting skills, while designing and constructing circuits using bread boarding and printed

circuit board construction techniques. Students will learn to solve electrical circuit equations and undertake circuit

measurement and testing. Digital circuit principles including logic states and programming of Arduino chips will also be

covered in the context of designing and building a security alarm.

Assessment:

• Product 40% • Folio 20% • Skills and Application Tasks 40%

Additional Costs: Costs for excursions and workshops, including fees and transport.

https://schoolssaedu-my.sharepoint.com/personal/finn_galindo202_schools_sa_edu_au/Documents/Admin/2019/2020%20Subject%20Proposal,%20Rewrites,%20Removals%20&%20course%20Counselling/Year%2010%20Technology%20Studies%20-%20Electronics.html

https://schoolssaedu-my.sharepoint.com/personal/finn_galindo202_schools_sa_edu_au/Documents/Admin/2019/2020%20Subject%20Proposal,%20Rewrites,%20Removals%20&%20course%20Counselling/Year%2010%20Technology%20Studies%20-%20Electronics.html

Tennis

Special Interest Tennis

Marryatville High School’s Special Interest Tennis Program was established in 1995 to enable students who are training

for tennis at a high level to be able to combine their school studies and tennis coaching with minimal disruption to their

school work.

The tennis program offers a broad academic education, specialist tennis coaching during school hours, acquisition of

theory knowledge related to tennis and the opportunity to represent Marryatville High School at school, state and

national levels.

The Special Interest Tennis Program has the following compulsory elements:

• specialist coaching squads.

• coaching from accredited coaches during school time.

• theoretical knowledge in areas such as anatomy and physiology, fitness, diet and nutrition, relationships,

sports injuries, drugs in sport and psychology of winning.

• participation in tennis teams involved in the Saturday morning school competition, SSSSA team and individual

tournaments and at a national level in the School Sport Australia Tennis Teams Challenge from Years 8 - 12.

Program Entry Criteria

Applications for entry to the Special Interest Tennis program are made directly to the school and applicants must meet

the following criteria:

• boys - Australian ranking of less than 2000.

• girls - Australian ranking of less than 1000.

• be committed to representing the school in tennis teams and competitions (Years 8 - 12).

Benefits to Students

Marryatville High School has an enviable tradition of excellence and achievement in all endeavours and there is a strong

sense of community support for this ethos in the school.

In particular, the tennis program gives students the:

• opportunity to study and specialise in tennis with students of similar interests and abilities.

• support for academic studies.

• coaching at school to minimise disruption to schooling.

• cooperation between the school and Tennis SA to maximise student opportunities.

• opportunities to develop skills.

• access to tournaments and competition play at local, state and national levels.

• opportunity to take a tennis pathway through scholarships at USA colleges.

• development of individual coaching skills.

http://www.marryatvillehs.sa.edu.au/_r1608/media/system/attrib/file/279/Special%20Interest%20Tennis%20Application.pdf

Facilities

Marryatville High School has four hard courts and two synthetic courts. To complement their school tennis coaching,

international students are able to avail themselves of coaching packages at the Next Generation Tennis Complex whose

facilities include hard, synthetic and grass tennis courts, a swimming pool, gymnasium and squash courts.

Achievements (1996-2013)

The school's Drive Tennis teams have been premiers in Division 1 for twelve years, and runners up on five other

occasions.

At the State Knockout Championships:

• Open Boys - state winners 16 years

• Open Girls - state winners 16 years

• Junior Boys - state winners 10 years

• Junior Girls - state winners 12 years

At the National Schools Teams Challenge:

• Boys - national winners 1996, 1997, 2000, 2001, 2006 and National runners up 2013.

• Girls - national winners 1998, 2004 and National runners up 2002, 2005

At the International School sports Tennis Event – 2013 Boys (9th).

From a parent of a Year 8 tennis student:

“Students have the opportunity to develop their skills and knowledge among other like-minded students of similar

abilities”.

“Theory work is invaluable, providing a well-rounded program”.

From a Year 9 tennis student:

“This school was recommended to me by a number of coaches and I think that being able to do tennis as a subject is

both a rare and valuable experience”.

Special Tennis Program

Tennis as a subject is offered from Year 8 to 10 and to those Year 11 students (National High Performance Academy

(NHPA) squad members with Tennis SA) who are able to meet specific criteria regarding skill level and playing ability.

There are two different practical coaching groups operating within the curriculum.

Group 1

Recommended for students involved in NHPA squads with Tennis SA

• 2 x 1 hour coaching sessions per week for 8 weeks each term.

• 1 theory lesson per week.

• International students may apply for entry to this group - acceptance will depend on playing ability.

Group 2 – Extended Program

• 3 x 1½ hours coaching sessions per week for 8 weeks each term.

• Physical program to be completed in own time

• 1 theory lesson per week.

It is an expectation that students will play tennis for the school in the Saturday morning school competitions and

participate in any tournaments conducted by the South Australian Secondary Sports Association as part of their course.

They will also be expected to participate in at least three other tournaments at some stage during the year - these may

be at a local, state or national level.

Students are assessed in their practical skill development and acquisition of tennis knowledge and will receive

accreditation for 20 SACE credits at the successful completion of Year 10.

Students involved with National High Performance Academy squads with Tennis SA may be able to attain extra SACE

credits with Tennis at Year 11. Students can apply for Self Directed Learning credits for Stage 1. This can be done

through the Pathways Counsellor. SACE accreditation will apply.

Tennis Contact Person: Tony Byles

http://www.tennis.com.au/play/become-a-pro/national-academies

http://www.tennis.com.au/sa/

Stage 1 Tennis

Subject Code: 1TEN1



Recommended Background: Tennis SA - NHPA Squad member

Course Outline:

Topics Covered:

This subject is designed to enable those students in Tennis SA NHPA squads the opportunity to gain recognition for their

individual training schedules and contribution to tennis at school and local community level. Students will need to

negotiate this option with Ms. Dansie. There is no allocated lesson time for this subject.

Assessment:

Short written application and interview

Additional Costs:

Nil

Workplace Practices

Stage 1 Workplace Practices

Subject Code:


Credit Points and TAS Status: 10 Stage 1

Recommend Background: NIL

Other Advice: Student must complete 25 – 30 hours of Vocational Learning (work experience / part time work /

volunteering / elite sport / structured workplace observation) or VET Performance

Course Outline

Students develop knowledge, skills, and understanding of the nature, type and structure of the workplace. They learn

about the value of unpaid work to society, future trends in the world of work, workers' rights and responsibilities and

career planning. Students can undertake learning in the workplace and develop and reflect on their capabilities,

interests, and aspirations.

Assessment Type 1: Folio

Students must undertake one Folio task from the following Industry and Work Knowledge topics,

. Topic 1: Future Trends in the World of Work

• Topic 4: Career Planning

Assessment will be in a variety of forms, including:

• an investigation

• a practical or skills demonstration

• a report

Assessment Type 2: Vocational Learning

Students must undertake 25-30 hours of work related learning and maintain evidence of learning in a portfolio, for

example, a written journal.

Assessment Type 3: Reflection

Students review and reflect on their formal learning in the work related context and/or VET.

Assessment

Folio 30%

Vocational Learning 40%

Reflection 30%

VET

East Adelaide Secondary Vocation Alliance

The East Adelaide Secondary Vocational Alliance (EASVA) represents the collaborative partnership and regional

provision of Vocational Education and Training (VET) across secondary schools in the East of Adelaide. Comprising of 9

schools and a range of training partners, the EASVA compile courses that compliment students interests, school

specialisations, regional and national skill shortage areas and experience that lead to the development of transferable

skills. For 2021 the EASC continues to offer a broad range of courses across a variety of learning environments for senior

students to study.

Students wishing to apply for any of these courses need to make an appointment to meet with Mrs Laura Hudson,

Student Wellbeing Leader- Pathways. Parents must attend this course selection meeting. Go to www.easva.sa.edu.au

for 2021 course offerings.

The SACE credits earned from VET courses are determined by SACE Board's VET Recognition Register. The actual

number of SACE credits granted to an individual student is dependent on the units of competency undertaken, and

their associated nominal hours, that are completed by the student towards the qualification. Students will earn 5 SACE

credits for the completion of 35 nominal hours of VET and 10 SACE credits for the completion of 70 nominal hours of

VET, up to the maximum credit allocation, for the qualification. Further information is available on the VET Recognition

Register Information Sheet and more detailed information will be available to students in term 4 of 2020. Students

who successfully gain a place in a VET course for 2021 will be re-counselled in term 4 to ensure the credits and their

subject pattern are considered in their overall SACE plan.

http://www.easva.sa.edu.au/

https://www.sace.sa.edu.au/web/vet/vet-recognition-register/access-the-vet-recognition-register

Cross-Disciplinary/Innovation

A number of subjects bring together elements from more than one discipline. These subjects often have a focus on a

particular pathway or particular skills. These subjects can be either a full year or semester subject.

Included in these cross-disciplinary subjects at Marryatville High School is the compulsory Research Project, which is a

Year 12 (Stage 2) one semester (10 credit) subject that is studied at Year 11 (Stage 1).

Community Challenge

Subject Code: Community Studies


Credit Points: 10 Stage 1

Recommend Background: NIL

Advice: Community Challenge is a problem based subject with the aim of improving ‘student connectedness’ and

building student capabilities to help unleash and realise their potential. Student from year 9, 10 & 11 can enrol in this

subject.

Course Outline

This subject is designed to help students discover, explore and strengthen their motivators, personality traits, hidden

talents and interests.

It aims to build students social entrepreneurial skills by identifying and solving a ‘real world’ problem associated with the

theme of ‘student connectedness’ to school and the community.

Students will collaborate to combine their unique talents to create viable solutions beyond the classroom for somebody,

with somebody and from somebody.

Assessment Type 1: Contract of Work

Development of Contract – develop a contract of work that shows evidence of how students plan and organise their

chosen community challenge.

Folio of Evidence – compile and maintain a record of evidence of learning, planning, engagement, feedback and

reflections.

Community Activity – Students provide evidence of the extent and quality of their completed community challenge.

Assessment Type 2: Reflection

Student reflects on their development of learning and the value of the community challenge. 500 words maximum

Assessment

Contract of Work

• Development of Contract

• Folio of Evidence

• Community Activity

• Reflection

Wellbeing Leadership Support Group


Credit Points: 10

Other advice:

Students must be high engaged with school, academics, and be passionate about wellbeing and developing their

leadership skills.

Topics included:

The Wellbeing Support Leadership Group will develop their leadership abilities and wellbeing understanding through

development of wellbeing programs for Junior students alongside tutelage from University Social Work and

Psychology students. They will be referencing and working with the SRC Wellbeing Group and the Student Wellbeing

Leaders and Teachers. They will deliver these programs to the Junior students across Term 3 and 4.

Students will have opportunity to develop understanding of all aspects of creating, delivering, and analysing

effectiveness of wellbeing programs which are transferable skills indifferent fields/disciplines.

Students will also be involved in development and delivery of aspects of the Transition Program for mainstream and

students with disabilities coming from primary schools to become MHS students in the following year.

Assessment:

Planning documentation assessment for developed programs

Practical assessment on delivery of programs

Reflection Journal on delivered programs

Development and delivery of Transition program aspects.

Integrated Learning – STEM Innovation Experience

Subject Code: 1ILN10



Course Outline:

This subject gives students in Years 9, 10 or 11 the opportunity to develop their interest and skills in STEM by

participating in the STEM Innovation Experience (STEMIE), an interschools competition run by UniSA. In this

competition students work in groups on science, technology, engineering and mathematics challenges based around a

common theme (previous examples have included sustainable cities, manned spaceflight to Mars, and STEM in

filmmaking). Further information about STEMIE can be found at the following link:

https://study.unisa.edu.au/unisa-connect/STEMIE/

STEMIE is run as a Stage 1 Integrated Learning subject, which means that any student who successfully competes it

will earn 10 credits towards their SACE completion.

For more information, please contact Graeme Low at the school or through the following email:

[email protected]

Topics Included:

Students participating in this subject will develop their STEM skills in the following key areas:

• Computer aided design and 3D printing

• Coding and physical computing (e.g. Arduino, Raspberry Pi, etc)

• Designing and conducting scientific investigations

• Mathematical modelling of real-world problems

Participants will also get the opportunity to develop their team work and problem-solving skills in a challenging

environment.

Assessment

Students participating in the STEM Innovation Experience will complete three summative assessment tasks based around the SACE guidelines for Integrated Learning:

• Assessment Task 1: Practical Exploration

• Assessment Task 2: Connections

• Assessment Task 3: Personal Venture.


https://study.unisa.edu.au/unisa-connect/STEMIE/

mailto:[email protected]

Sustainability

Length of Course: Semester Credit Points: 10 Stage 1 Recommend Background: NIL Advice: Sustainability is a practical, problem based subject with the aim of improving sustainability within the school and building student capabilities to help unleash and realise their potential. Students from year 9, 10 & 11 can enrol in this subject. Course Outline This subject develops the knowledge, skills, values and world views necessary for students to act in ways that contribute to more sustainable patterns of living. Education of sustainability enables individuals and communities to reflect on ways of interpreting and engaging with the world. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence. This subject is designed to help students discover, explore and strengthen their motivators, personality traits, hidden talents and interests through the common theme of sustainability. Students will be participating critically and acting creatively to determine more sustainable ways of living. Students will collaborate to combine their unique talents in order to create viable solutions for ways to reduce, reuse and recycle waste and manage these processes at school. They will be taking a “hands-on” approach to these solutions to become an active part of the solution. Assessment Type 1: Practical Exploration Students will participate practically and document their learning during Sustainability, demonstrating how their knowledge, concepts and skills develop. They will reflect on their own learning, recording feedback from others. Assessment Type 2: Connections Students design an awareness video that details a current environmental issue. The purpose of the video is to inform and spread awareness. Research materials and reflection will accompany the completed video. Assessment Type 3: Personal Venture Students choose a specific area of interest that they wish to explore within the community in regards to sustainability. Their project should explain why their chosen community venture is of interest/relevance, and how the student has developed their chosen capability through the project.