Curriculum Guides  |  Stage 1 Curriculum Guide

Stage 1 Curriculum Guide

For Year 10 students entering Year 11 (SACE Stage 1)

Senior Years Curriculum

This guide describes the learning offered for Year 11 students at Adelaide Botanic High School in 2023 as they move into SACE Stage 1 (South Australian Certificate of Education) and beyond.

They will be supported to become familiar with the range of SACE learning options, learn the terminology used to describe senior school curriculum and understand the requirements of the SACE and VET (Vocational Education Training).

We expect students to explore learning choices that give them every opportunity to achieve success for their dreams and goals.

Alistair Brown
Principal

Adelaide Botanic High School - Principal - Alistair Brown

Process for Subject Selection

Term 3 Subject Selection Milestones

WEEK 4Studio One: Subject selection focus and preparing for PLP Learning Pathway Conferences
WEEK 5Curriculum Guide is released online
Pathway Expo for students
WEEK 6Pathway planning information for parents of Year 10 students
Online subject selection opens in Web Preferences
WEEK 7Studio One: Subject selection focus and preparing for Learning Pathway Conferences
WEEK 8Learning Pathway Conferences

SACE Overview

SACE Overview

SACE Overview

Introduction to the SACE

The SACE is a modern, internationally-recognised secondary school qualification designed to equip students with the skills, knowledge, and personal capabilities to successfully participate in our fast-paced global society.

Students will be awarded the SACE when they successfully complete requirements that include a range of skills and subjects they may study at school or may have acquired through other education, training or experience.

The SACE has been updated and strengthened to ensure it meets the needs of today’s young people. The SACE will help students develop the skills and knowledge they need to succeed – whether they are headed for further education and training, university, an apprenticeship or straight into the workforce.

As part of the SACE students will be expected to gain and demonstrate essential skills and knowledge for their future, focusing on communication, citizenship, personal development, work and learning. These are called ‘capabilities’, and are a combination of the skills, knowledge, and attributes students will need to be responsible and active members of the community.

SACE requirements

At ABHS, students start their SACE journey with the Personal Learning Plan in Year 10, their selection of Stage 1 subjects in Year 11 (including the compulsory Maths and English choices and Research Project), and their selection of Stage 2 subjects in Year 12 (including recognised courses).

Modified SACE

Students with learning difficulties or disability, that result in significant impairment in intellectual functioning and/or adaptive behaviours, and who are unable to meet Stage 1 or 2 subject learning requirements in one or more mainstream SACE subjects, may negotiate to undertake Modified SACE subjects.

Students will select subjects from the subject offerings at Adelaide Botanic High School and negotiate individual learning goals aligned with their One Plan Goals, which accommodate their learning needs and interests, and which allow them to develop knowledge and skills connected to their aspirations and pathways beyond school.

Adelaide Botanic High School Inclusion and SACE Leaders will work with families considering a Modified SACE Pathway to ensure eligibility requirements are met.

Subjects undertaken as a Modified version as part of SACE completion precludes an ATAR being gained.

SACE special provisions

Special provisions are available if a student has a disability, illness, experiences misadventure, or an unforeseen circumstance which significantly impacts their ability to participate in an assessment.

If a student applies for special provisions they need to provide evidence of how this impacts their ability to access assessment conditions. After checking for special provisions eligibility, students can apply through ABHS. In consultation with the student and based on evidence provided, the school will determine what type of reasonable adjustments are appropriate. On approval, reasonable adjustments are made.

Further information is available at SACE special provisions.

Further information

Further information is available on the SACE website, which is designed to support students and families.

Students are encouraged to talk with their teachers and the Leadership team about their study options.

Flexible Industry Pathways and Vocational Education and Training

Vocational education and training (VET) courses are opportunities for students in Years 11 and 12 to access a range of competencies and flexible industry pathways (FIPs) to develop industry endorsed skills and gain a head start on their career while completing their SACE. FIPs are undertaken either as standalone VET courses or in combination with employment via a training contract.

FIPs are aimed to support young people engage with entry level skilled careers in identified industry areas. Information on these industries and potential career pathways can be found on the Student Pathways website.

There are many options available through various nominated training organisations (NTOs). Adelaide Botanic High School is a member of the East Adelaide Secondary Vocational Alliance (EASVA), comprising of secondary schools working to make VET accessible to students. Where students have a genuine interest in a course not offered through EASVA, they should discuss this with the Futures Ready Student Pathways Senior Leader at ABHS to investigate viability of study during or post school.

VET Course Delivery

VET courses are run at numerous venues depending on the course. Within EASVA, host schools run courses in partnership with NTOs on their site, others may be directly at the NTOs campus or online.

Examples of school hosted courses include Certificate II in Automotive Servicing hosted at Charles Campbell College run by Quality Automotive Training or the Certificate II in Electrotechnology (Career Start) hosted at Marden Senior College with PEER or our own ABHS-hosted hospitality courses.

VET courses hosted at ABHS

Through its Hospitality Training Centre, ABHS offers the Certificate ll in Hospitality and Certificate ll in Kitchen Operations.

These courses are delivered by professional industry trainers utilising the school’s contemporary, well-equipped commercial kitchen and training restaurant.

How do students enrol in a VET course?

It is important that any student wishing to enrol in a VET course conducts thorough research to ensure a genuine interest in the field and its suitability to their career pathway and SACE pattern.

Students will be asked complete an expression of interest form to begin the application process for EASVA courses or directly via the school for other NTOs.

All students applying for courses undertake a VET Readiness Orientation (VETRO) with the training provider (NTO) as part of the selection process prior to being offered any place. This will generally cover prior experience and motivation as well as literacy and numeracy benchmarking. In many cases, students will benefit from completing a work placement to inform their decision.

Meeting with the Futures Ready Student Pathways Senior Leader will provide an opportunity to clarify information and assist with the enrolment process.

Further information

For further information about VET in the SACE visit the SACE website.

Structure of Year 11 Learning Program

The Research Project and Connect+ form part of the Stage 1 Learning Program.

Connect+ (Plus)
This time is for students to customise their own learning. Our DNA of Curiosity, Community and Excellence provides a framework for students to consider how they may use this time to continue to grow as learners.

This is an opportunity for them to:

  • Develop their existing skills, knowledge, and capabilities, better preparing them for SACE Stage 2;
  • Extend and deepen their expertise in an area of passion;
  • Explore new learning;
  • Gain additional credits towards their SACE;
  • Develop and strengthen connections with the community.

Global Perspectives

English (Global Perspectives) Pathways

View Pathways

English (Global Perspectives)  |  Stage 1

English Pre-Literary Studies

How can reading and viewing texts change your perspective on the world that you live in? How can you justify your interpretation of a text?
This subject has a strong emphasis on text analysis and focuses on developing the skills and strategies of critical thinking needed to interpret a text.

Student Experience

Students analyse a range of texts with an emphasis on purpose, audience, context and how language and stylistic features shape ideas and perspectives. This may include film, novel, short stories, poetry, documentaries and media.

Students also create a range of texts that may be written, oral and/or multimodal.

Assessment

  • Assessment Type 1: Responding to Texts – At least one response to text.
  • Assessment Type 2: Creating Texts – Creation of at least one text.
  • Assessment Type 3: Intertextual Study – At least one intertextual study.

At least one assessment should be an oral or multimodal presentation, and at least one should be in written form.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
English

Prerequisites
B grade or higher in Year 10 English.

Additional Information
This subject leads on the SACE Stage 2 English and SACE Stage 2 Literary Studies.

English (Global Perspectives)  |  Stage 1

English

Do you enjoy discussing, analysing and responding to texts as well as creating a variety of texts including narratives, essays and multi-modal presentations?

Student Experience

Students analyse the interrelationship of author, text, and audience with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. They consider social, cultural, economic, historical, and/or political perspectives in texts and their representation of human experience and the world.

Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. An understanding of purpose, audience, and context is applied in students’ own creation of imaginative, interpretive, analytical, and persuasive texts that may be written, oral, and/or multimodal.

Students have opportunities to reflect on their personal values and those of other people by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

Assessment

  • Assessment Type 1: Responding to Texts – At least one response to text.
  • Assessment Type 2: Creating Texts – Creation of at least one text.
  • Assessment Type 3: Intertextual Study – At least one intertextual study.

At least one assessment should be an oral or multimodal presentation, and at least one should be in written form.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
English

Prerequisites
C grade or higher in Year 10 English.

Additional Information
This subject is recommended for students who plan to study a higher education subject at university or TAFE that requires English at Stage 2.

English (Global Perspectives)  |  Stage 1

Essential English

How can you improve your verbal and written communication skills?

This subject is designed for students who wish to improve their literacy skills for success in everyday life. Students have the opportunity to respond to a wide variety of texts and to create their own original texts with considerable flexibility and student choice.

Student Experience

In this subject, students are expected to:

  • Develop communication skills through reading, viewing, writing, listening, and speaking.
  • Comprehend information, ideas, and perspectives in texts selected from social, cultural, community, workplace, and/or imagined contexts.
  • Identify and analyse how the structure and language of texts vary for different purposes, audiences, and contexts.
  • Express information, ideas, and perspectives, using a range of textual conventions.
  • Create oral, written, and/or multimodal texts appropriate for purpose and audience in real and/or imagined contexts.

Assessment

  • Assessment Type 1: Responding to Texts – At least one response to text.
  • Assessment Type 2: Creating Texts – Creation of at least one text.

At least one assessment should be an oral or multimodal presentation, and at least one should be in written form.

Note: There is no intertextual study in Essential English.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Essential English

Prerequisites
None

Additional Information
This subject leads on to SACE Stage 2 Essential English.

HASS (Global Perspectives) Pathways

View Pathways

HASS (Global Perspectives)  |  Stage 1

Modern History

Are you interested in the Civil Rights Movement of the 1960s?
Do you have an interest in studying revolutions?
This subject enables students to choose an area of interest in the period 1750 – present day.

Student Experience

Students study two or more topics, one of which may be an elective topic.

  • Topic 1: Imperialism – British, Dutch, French, German, Japanese
  • Topic 2: Decolonisation – Africa, Asia, Central America
  • Topic 3: Indigenous peoples – Choice of 13 countries including Australia, New Zealand, US, and Canada
  • Topic 4: Social movement – civil rights, anti-war, environmental
  • Topic 5: Revolution – French, Russian, Cuba, Iran
  • Topic 6: Elective – Negotiated by individual students

Assessment

  • Assessment Type 1: Historical Skills – Three historical skills tasks.
  • Assessment Type 2: Historical Study – One historical study

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Modern History

Prerequisites
None

HASS (Global Perspectives)  |  Stage 1

Ancient Studies

This course introduces students to the ancient world through a study of the history, literature, society and culture of a range of ancient civilisations.
Students will develop their knowledge and understanding of ideas, individuals, groups and events which have shaped the ancient world.

Student Experience

Students explore the ancient world by examining the differing ways in which it has been interpreted and represented from ancient to modern times. They consider the authentication, preservation, ownership, and display of material and artefacts from the ancient world.

Students investigate how people lived in the ancient world by examining evidence of the social, political, cultural, and economic institutions and structures.

Through critical investigation and source analysis students will examine different interpretations of the past and draw conclusions from the evidence.

The following is a compulsory topic: Understanding ancient history.

Other topics may include:
Art, architecture, and technology, warfare and conquest, social structures, slavery, and everyday life, beliefs, rituals, and mythology.

Assessment

  • Assessment Type 1: Skills and Applications – Three summative tasks.
  • Assessment Type 2: Inquiry – Individual investigation

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Ancient Studies

Prerequisites
C grade or higher in Year 10 Global Perspectives

HASS (Global Perspectives)  |  Stage 1

Politics, Power and People

Do you want to be a politician?
Are you passionate about a cause?
Politics, Power and People is the study of how power is distributed and exercised at all levels of society. It explores ideas related to cooperation, conflict, crises and the political intricacies of a government.

Student Experience

Students study the compulsory theme, Understanding How Politics Works, and one optional theme.

The four inquiry questions for the compulsory theme are:

  • What is politics?
  • What is Australian politics?
  • How different are the political parties in Australia?
  • In what ways does your vote count?

Optional themes may include:

  • The game of sport and politics
  • Religion and politics: Allies or foes
  • Australian media: Entertainer or informer
  • Breaking barriers for women in politics: Giving visibility and voice
  • Migration and membership: The politics of its meaning
  • Reimagining our future

Assessment

  • Assessment Type 1: Folio – Two assessments.
  • Assessment Type 2: Sources Analysis – One sources analysis assessment.
  • Assessment Type 3: Investigation – One investigation.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Politics, Power and People

Prerequisites
C grade or higher in Year 10 Global Perspectives.

HASS (Global Perspectives)  |  Stage 1

Philosophy

What is right and wrong, and how do we know? How do we ensure that we have a just society? What, if anything, do we owe each other?
What is the nature of human existence? Is there a higher power?
What does a good life look like?
Do we really know anything?
What is a good or bad argument?
How do we reason well?

Student Experience

This subject encourages students to ponder and discuss the big questions in life.
Students study one or more of the following key areas:

  • Ethics: A a study of moral values, reasoning about what is right and wrong.
  • Epistemology: A study of theories of knowledge and knowing.
  • Metaphysics: A study of the nature of existence and reality (what there is in the world).
  • Central to this subject is the development of sound skills of critical reasoning that enable students to take a position on issues in the three key areas.

Using the community of inquiry approach participants cooperate by building on each other’s ideas, questioning each other’s underlying assumptions and searching for counter-examples to each other’s generalisations, and suggesting alternatives.

Assessment

  • Assessment Type 1: Folio – Two folio assessments.
  • Assessment Type 2: Issues Analysis – One issues analysis assessment.
  • Assessment Type 3: Issues Study – One issues study.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Philosophy

Prerequisites
C grade or higher in Year 10 Global Perspectives.

HASS (Global Perspectives)  |  Stage 1

Society and Culture

Are you passionate about a cause?
Do you want to make a difference?
This may be the subject for you.
There is a lot of scope for student voice and choice in this subject.

Student Experience

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 covered include:

  • A contemporary global social/cultural issue
  • A contemporary Australian social/cultural issue
  • Group investigation on a local social/cultural issue

Assessment

  • Assessment Type 1 : Sources Analysis – At least one sources analysis assessment.
  • Assessment Type 2 : Group Activity – At least one group activity.
  • Assessment Type 3 : Investigation – At least one investigation.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Society and Culture

Prerequisites
C grade or higher in Year 10 Global Perspectives.

HASS (Global Perspectives)  |  Stage 1

Business Innovation

In a time when design-led companies outperform others, students are immersed in the process of finding and solving customer problems or needs through design thinking and using assumption-based planning tools.
The customer is at the centre of the innovation process and the generation of viable business products, services, and processes.

Student Experience

Students begin to develop the knowledge, skills, and understandings to engage in business contexts in the modern world.

Initially, students may be guided through structured processes to develop their understanding of underlying problems or needs as they begin to propose and test hypotheses relating to the customer, problem, and solution. As students develop these skills, they will anticipate, find, and solve their own problems.

Students work collaboratively to find and solve complex, dynamic, real-world problems.

Working together, students build up ideas, and collect and analyse financial and business information that informs the process of proposing, developing, and testing solutions.

Students consider the opportunities and challenges associated with start-up and existing businesses in the modern, connected world. They also consider how digital and emerging technologies may present opportunities to enhance business models and analyse the responsibilities and impacts of proposed business models on global and local communities.

Assessment

  • Assessment Type 1: Business Skills – Two business skills tasks and one business model summary.
  • Assessment Type 2: Business Pitch – One business pitch.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Business Innovation

Prerequisites
None

Language (Global Perspectives) Pathways

View Pathways

Language (Global Perspectives)  |  Stage 1

French (continuers)

In this subject students create texts in French 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. 

Student Experience

Students undertake study in Stage 1 French (continuers) under the three prescribed themes:

  • The individual
  • The French-speaking communities
  • The changing world

These themes have a number of prescribed topics and suggested sub-topics with which the students engage in their study of French. Students study a range of spoken, written, visual and multimodal texts in French in their treatment of themes, topics and subtopics.

Assessment

  • Assessment Type 1: Interaction – At least two interactions.
  • Assessment Type 2: Text Production – At least two text productions.
  • Assessment Type 3: Text Analysis – At least two text analyses.
  • Assessment Type 4: Investigation – At least one response in French and at least one reflective response in English.

Students should provide evidence of their learning through ten assessments, with at least two from each assessment type.

Key Information

Subject Length
Full Year

SACE Credits
20

SACE Subject and Link
French (continuers)

Prerequisites
C grade or higher in Year 10 French

Additional Information
This subject leads on to SACE Stage 2 French (continuers). Stage 2 French (continuers) is available to students via the School of Languages.

Language (Global Perspectives)  |  Stage 1

Japanese (continuers)

In this subject students interact with others and create texts in Japanese. They interpret and respond to meaning in texts and explore and explain language structures and choices.
Students also explore and explain language variation and change and consider and discuss how language interacts with and reflects culture.

Student Experience

Students undertake study in Stage 1 Japanese (continuers) under the three prescribed themes:

  • The individual
  • The Japanese speaking communities
  • The changing world using modern standard Japanese in both written and spoken forms.

Assessment

  • Assessment Type 1: Interaction – At least two interactions.
  • Assessment Type 2: Text Production – At least two text productions.
  • Assessment Type 3: Text Analysis – At least two text analyses.
  • Assessment Type 4: Investigation – At least one response in Japanese and at least one reflective response in English.

Students should provide evidence of their learning through ten assessments, with at least two from each assessment type.

Key Information

Subject Length
Full Year

SACE Credits
20

SACE Subject and Link
Japanese (continuers)

Prerequisites
C grade or higher in Year 10 Japanese

Additional Information
This subject leads on to SACE Stage 2 Japanese. There is also the possibility of a trip to Japan.

Lifestyle Choices

Lifestyle Choices Pathways

View Pathways

Lifestyle Choices  |  Stage 1

Physical Education: Sport and Participation

Why do people play sport?
Through Physical Education, students explore the participation in and performance of human physical activities.

Student Experience

Sport and Participation is an experiential subject in which students explore their physical capacities and investigate the factors that influence and improve participation and performance outcomes, which lead to greater movement confidence and competence.

Students participate in a range of practical physical activities and use various technologies such as HR monitors, GPS trackers and video footage to collect and analyse data to improve individual and team performance and communication.

Stage 1 Physical Education has three focus areas:

  • Focus Area 1: In movement
  • Focus Area 2: Through movement
  • Focus Area 3: About movement

Topics that may be explored through these focus areas include:

  • Barriers and enablers to physical participation
  • Personal influences on participation
  • Energy systems
  • Training methods and principles
  • Movement and strategy analysis

Assessment

  • Assessment Type 1: Performance Improvement – One performance improvement task.
  • Assessment Type 2: Physical Activity Investigation – One physical activity investigation

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Physical Education

Prerequisites
None

Subject Fees
Excursion opportunities may be offered to students which may incur additional costs.

Additional Information
Students must change into their PE uniform for practical lessons.

Lifestyle Choices  |  Stage 1

Physical Education: Sport for Performance

When does sport become more than just playing sport?
Explore the participation in, and analyse the performance of, human physical activities.

Student Experience

Sport for Performance is an experiential subject in which students explore their physical capacities and investigate the factors that influence and improve participation and performance outcomes, which lead to greater movement confidence and competence.

Students participate in a range of practical physical activities and use various technologies such as HR monitors, GPS trackers and video footage to collect and analyse data to improve individual and team performance and communication.

Stage 1 Physical Education has three focus areas:

  • Focus Area 1: In movement
  • Focus Area 2: Through movement
  • Focus Area 3: About movement

Topics that may be explored through these focus areas include:

  • Skill acquisition
  • Stages of skill learning
  • Biomechanical principles
  • Movement and strategy analysis

Assessment

  • Assessment Type 1: Performance Improvement – One performance improvement task.
  • Assessment Type 2: Physical Activity Investigation – One physical activity investigation.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Physical Education

Prerequisites
None

Subject Fees
Excursion opportunities may be offered to students which may incur additional costs.

Additional Information
Students must change into their PE uniform for practical lessons.

Lifestyle Choices  |  Stage 1

Sports Studies

Do you love sport?
As part of Sports Studies students explore the connections that sport has with individuals, as well as national and global communities.

Student Experience

Students develop their understanding about real-world situations through a range of learning experiences, while also furthering their knowledge about themselves as learners and their capabilities.

Students work and communicate collaboratively with their peers to achieve common goals and outcomes.

Topics and themes covered may include:

  • Sport and the individual
  • Sport in the community
  • Volunteering in sport

Assessment

  • Assessment Type 1: Practical Exploration – At least one practical exploration.
  • Assessment Type 2: Connections – At least one connections task.
  • Assessment Type 3: Personal Venture – At least one personal venture.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Integrated Learning

Prerequisites
None

Subject Fees
Additional costs may be incurred through excursions.

Lifestyle Choices  |  Stage 1

Outdoor Education: Wet and Wild

Do you enjoy being by the ocean and/or the river? Or do you like working with people and developing your leadership skills?

Student Experience

Students studying Wet and Wild will engage in the Stage 1 Outdoor Education curriculum, where they will plan for, engage in, and reflect on surfing activities and a kayaking journey camp.

Students will use the locations visited for their activities to develop an understanding of aquatic ecosystems and how to participate in minimal impact activities in these areas.

Stage 1 Outdoor Education consists of three interrelated focus areas, and students will study topics from all the following areas:

  • Focus Area 1: Environmental and Conservation
  • Focus Area 2: Planning and Management
  • Focus Area 3: Personal and Social Growth and Development.

Assessment

  • Assessment Type 1: About Natural Environments – Two tasks.
  • Assessment Type 2: Experiences in Natural Environments – Two tasks.

For this subject the assessment design criteria are:

  • Planning and application
  • Evaluation and reflective practice
  • Exploration, understanding, and analysis

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Outdoor Education

Prerequisites
None

Subject Fees
Fee of $350 to cover camps and excursions.

Lifestyle Choices  |  Stage 1

Outdoor Education: Peak Performance

Do you enjoy great views? Or the challenge of climbing mountains and cliffs? Or do you like working with people and developing your leadership skills?

Student Experience

Students studying Peak Performance will engage in the Stage 1 Outdoor Education curriculum, where they will plan for, engage in, and reflect on rock climbing activities and a hiking journey camp.

Students will use the locations visited for their activities to develop an understanding of Australian ecosystems and how to participate in minimal impact activities in these areas.

Stage 1 Outdoor Education consists of three interrelated focus areas, and students will study topics from all the following areas:

  • Focus Area 1 – Environment and Conservation
  • Focus Area 2 – Planning and Management
  • Focus Area 3 – Personal and Social Growth and Development

Assessment

  • Assessment Type 1: About Natural Environments – Two tasks.
  • Assessment Type 2: Experiences in Natural Environments – Two tasks.

For this subject the assessment design criteria are:

  • Planning and application
  • Evaluation and reflective practice
  • Exploration, understanding, and analysis

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Outdoor Education

Prerequisites
None

Subject Fees
Fee of $350 to cover camps and excursions.

Lifestyle Choices  |  Stage 1

Food and Hospitality: Food for Life

How can food impact people’s lives?
In Food for Life, students focus on the dynamic nature of the food and hospitality industry and develop an understanding of contemporary approaches and issues related to food and hospitality.

Student Experience

Students develop skills in using technology and safe work practices in the preparation, storage, and handling of food, and complying with current health and safety legislation.

They investigate and discuss contemporary food and hospitality issues and current management practices and explore concepts such as the legal and environmental aspects of food production, trends in food and hospitality, consumer protection, and the nutritional impact of healthy eating.

Students undertake units of work from several of the following areas of study and will be influenced by interest, knowledge and prior experience:

  • Food, the individual and the family
  • Food and safety
  • Food and the hospitality industry

Assessment

  • Assessment Type 1: Practical Activity – At least one practical activity.
  • Assessment Type 2: Group Activity – At least one group activity.
  • Assessment Type 3: Investigation – At least one investigation task.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Food and Hospitality

Prerequisites
None

Subject Fees
Additional costs may be incurred through excursions or some ingredients costs.

Lifestyle Choices  |  Stage 1

Food and Hospitality: Food and Culture

How does food bring cultures together?
In Food and Culture, students focus on the dynamic nature of the food and hospitality industry and develop an understanding of contemporary approaches and issues related to food and hospitality.

Student Experience

Students develop skills in using technology and safe work practices in the preparation, storage, and handling of food, and complying with current health and safety legislation.

They investigate and discuss contemporary food and hospitality issues and current management practices and explore concepts such as the legal and environmental aspects of food production, trends in food and hospitality, consumer protection, and the nutritional impact of healthy eating.

Students undertake units of work from several of the following areas of study and will be influenced by interest, knowledge and prior experience:

  • Local and global issues in food and hospitality
  • Trends in food and culture
  • Food and safety

Assessment

  • Assessment Type 1: Practical Activity – At least one practical activity.
  • Assessment Type 2: Group Activity – At least one group activity.
  • Assessment Type 3: Investigation – At least one investigation task.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Food and Hospitality

Prerequisites
None

Subject Fees
Additional costs may be incurred through excursions or some ingredients costs.

Lifestyle Choices  |  Stage 1

Nutrition

How are nutrition and science linked?
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.

Student Experience

Students 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.

Students study at least two topics which may include:

  • Fundamentals of nutrition
  • Food marketing
  • Food trends
  • Food processing

Assessment

  • Assessment Type 1: Investigations Folio – One practical investigation and one investigation with a focus on science as a human endeavour.
  • Assessment Type 2: Skills and Applications Tasks – One skills and application task or one case study.

The assessments enable students to demonstrate their learning in this subject under the assessment design criteria of:

  • Investigation, analysis and evaluation
  • Knowledge and application
  • This subject appears in multiple learning area pathways.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Nutrition

Prerequisites
None

Subject Fees
Excursion opportunities may be offered to students which may incur additional costs.

Lifestyle Choices  |  Stage 1

Personal Health and Wellbeing

How can you take responsibility for your own health and wellbeing?
Students develop the knowledge, skills and understandings required to explore and understand influences and make decisions regarding health and wellbeing.
They consider the role of health and wellbeing in different contexts and explore ways of promoting positive outcomes for individuals and communities.

Student Experience

Personal Health and Wellbeing focuses on units of work that affect individuals.
Topics could include:

  • Adolescent health issues
  • Mental health and wellbeing
  • Sexual health and relationships

The main concepts of health literacy, health determinants, social equity and health promotion will be explored through units of work studied by students.

Assessment

  • Assessment Type 1: Practical Action – At least one practical action task.
  • Assessment Type 2: Issue Inquiry – At least one issue inquiry task.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Health and Wellbeing

Prerequisites
None

Subject Fees
Excursion opportunities may be offered to students which may incur additional costs.

Lifestyle Choices  |  Stage 1

Community Health and Wellbeing

Why should you be concerned about the health of your community?
Students develop the knowledge, skills and understanding required to explore and understand influences and make decisions regarding health and wellbeing.
They consider the role of health and wellbeing in different contexts and explore ways of promoting positive outcomes for communities and our global society.

Student Experience

Community Health and Wellbeing focuses on units of work that affect communities, both locally and globally.

Topics could include:

  • Community health
  • Media and its role in health promotion
  • Equity in health

The main health concepts of health literacy, health determinants, social equity and health promotion are explored through these units of work.

Assessment

  • Assessment Type 1: Practical Action task – At least one practical action task.
  • Assessment Type 2: Issue Inquiry – At least one issue inquiry task.

Key Information

 

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Health and Wellbeing

Prerequisites
None

Lifestyle Choices  |  Stage 1

Child Studies

Have you ever considered a job working with children?
Or maybe you just like children and want to learn more about the factors that shape children into the adults they become?
In Child Studies students look closely at some of these factors and explore how they impact on a child’s development through their early years.

Student Experience

In Stage 1 Child Studies, students examine the period of childhood from conception to eight years, and issues related to the growth, health, and wellbeing of children. They examine diverse attitudes, values, and beliefs about childhood and the care of children, the nature of contemporary families, and the changing roles of children in a contemporary consumer society.

Students study from each of the following areas:

  • The Nature of Childhood and the Socialisation and Development of Children
  • Children in Wider Society
  • Children, Rights and Safety

 

Assessment

  • Assessment Type 1: Practical activity – At least two practical activities.
  • Assessment Type 2: Group activity – At least one group activity.
  • Assessment Type 3: Investigation – At least one investigation.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Child Studies

Prerequisites
None

Subject Fees
Various excursion opportunities may be offered to students which may incur additional costs.

The Arts

The Arts Pathways

View Pathways

The Arts  |  Stage 1

Visual Arts: An Artist Today (A)

What does it mean to be a contemporary artist in the world today?
Through an emulated studio approach, students have the opportunity to experience the process that contemporary artists follow.

Student Experience

Exploring, investigating and responding to the world around them, students visually communicate their own ideas and artworks.

Students select their own medium and technique whether it is two-dimensional in drawing and painting or three-dimensional sculpture.

Students have a range of topical starting points to choose from within a cultural or social context.

Assessment

  • Assessment Type 1: Folio – One folio that documents visual learning and supports practical work.
  • Assessment Type 2: Practical – All practicals are resolved from visual thinking and learning documented in the folio.
  • Assessment Type 3: Visual Study – An exploration of, and/or experimentation with, a style, an idea, a concept, media, materials, methods, techniques, and/or technologies.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Visual Arts – Art

Prerequisites
Completion of either Artist in Residence or Artist in Reality at Year 10 is recommended, though not required.

Subject Fees
Students may choose this option for one semester and students who wish to study visual arts for a full year should also select An Artist Tomorrow.

The Arts  |  Stage 1

Visual Arts: An Artist Today (B)

What does it mean to be a contemporary artist in the world today?
Through an emulated studio approach, students have the opportunity to experience the process that contemporary artists follow.

Student Experience

Exploring, investigating and responding to the world around them, students visually communicate their own ideas and artworks.

Students select their own medium and technique whether it is two-dimensional in drawing and painting or three-dimensional sculpture.

Students have a range of topical starting points to choose from within a political, environmental or personal context.

Assessment

  • Assessment Type 1: Folio – One folio that documents visual learning and supports practical work.
  • Assessment Type 2: Practical – All practicals are resolved from visual thinking and learning documented in the folio.
  • Assessment Type 3: Visual Study – An exploration of, and/or experimentation with, a style, an idea, a concept, media, materials, methods, techniques, and/or technologies.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Visual Arts – Art

Prerequisites
Completion of either Artist in Residence or Artist in Reality at Year 10 is recommended, though not required.

Subject Fees
Students may choose this option for one semester and students who wish to study visual arts for a full year should also select An Artist Tomorrow.

The Arts  |  Stage 1

Design Innovators

Will your product be the next must-have item as a result of your creative design and promotion?

Student Experience

Students create and respond to a design brief from an existing industry to design a product or rebrand an existing product. They use a design process to resolve the brief in a highly creative and practical way.

The final concept is visually communicated through one or more of the following practicals: a marketing campaign, prototype product, merchandising solution, and/or packaging solution.

There are a range of topics to choose from as starting points to develop an initial design brief.

These could be based on fashion, a product or concept idea.

Assessment

  • Assessment Type 1: Folio – One folio that documents visual learning and supports one or two design resolutions.
  • Assessment Type 2: Practical – All practicals are resolved from visual thinking and learning documented in the folio.
  • Assessment Type 3: Visual Study – The visual study is an exploration of, and/or experimentation with, a style, an idea, a concept, media, materials, methods, techniques, and/or technologies.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Visual Arts – Design

Prerequisites
Completion of Design Disruptors in Year 10 is recommended, though not required

The Arts  |  Stage 1

Media: Film

Perhaps you want to be a digital wizard and bring footage to life with your amazing postproduction skills.
Whatever your filmmaking desires, Media: Film will provide you with the skills you need to experiment and grow as a budding filmmaker.

Student Experience

Through negotiation students can create music videos, short films, commercials, videography portfolios, YouTube content, TikTok creations, Insta reels, animations,  podcasts, or any media-based creative undertaking imaginable.

Assessment

  • Assessment Type 1: Product – One creative arts
    product
  • Assessment Type 2: Folio – One inquiry and one
    skills assessment for the folio

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Creative Arts

Prerequisites
C grade or higher in any Year 10 Arts subjects is preferred, though not required

Additional Information
Optional activities, such as performances or workshops, throughout the semester may incur additional costs.

The Arts  |  Stage 1

Creative Photography – Natural Light

Natural light is the most powerful and important tool available to photographers. Understanding how natural light works, and how to work with it, is the key to creating stunning images.

Student Experience

Through a contemporary approach to digital photography, students develop their skills and techniques using natural lighting.

Photography students use DLSR cameras to express their ideas through creative self driven challenges and edit for effect based on their individual ideas.

Following the Design Process students create a brief and develop a solution in the form of a photographic product.

Photography students will learn to use commercial photo, vinyl and UV printers to test their solutions and analyse colour management across devices.

Assessment

  • Assessment Type 1: Specialised Skills Task – Choice from a range of creative photographic techniques.
  • Assessment Type 2: Design Process and Solution – A photographic product based on a brief.

Key Information

Subject Length
1 Semester (or full year with Creative Photography Studio and Artificial Light)

SACE Credits
10

SACE Subject and Link
Design, Technology and Engineering

Prerequisites
Year 10 Creative Photography is recommended, though not required.

Additional Information
Optional activities throughout the semester may incur additional costs. Students need to provide their own SD card. To study a full year of Photography students should also select Creative Photography – Studio and Artificial Light.

The Arts  |  Stage 1

Creative Photography – Studio and Artificial Lighting

Students explore the commercial application of studio photography through portraiture and advertising. Photography students will also explore light painting both in studio and in the environment.

Student Experience

Through a contemporary approach to digital photography, students develop their skills and techniques using studio and artificial lighting.

Photography students use DLSR cameras to express their ideas through creative self-driven challenges and edit for effect based on their individual ideas.

Following the design process students create a brief and develop a solution in the form of a photographic product.

Photography students will learn to use commercial photo, vinyl and UV printers to test their solutions and analyse colour management across devices.

Assessment

  • Assessment Type 1: Specialised Skills Task – Choice from a range of creative photographic techniques.
  • Assessment Type 2: Design Process and Solution – A photographic product based on a brief.

Key Information

Subject Length
1 Semester (or full year with Creative Photography – Natural Light)

SACE Credits
10

SACE Subject and Link
Design, Technology and Engineering

Prerequisites
Year 10 Creative Photography is recommended, though not required.

Additional Information
Optional activities throughout the semester may incur additional costs.

Students need to provide their own SD card. Students who wish to study Photography for a whole year should also select Creative Photography – Natural Light.

The Arts  |  Stage 1

Drama: Stage and Screen Storyteller

Stage, screen, set, costume, lights, camera, action! In Drama all aspects of storytelling can be explored, examined and pursued. Drama is all about telling stories and making an audience want to know how it ends!

Student Experience

In Stage 1 Drama, students form companies and examine and emulate some of the world’s best stage and screen storytellers. They select their own roles, either on-stage or off-stage, and select their own mediums of performance; stage or screen. The first rule of Drama: don’t be boring.

Throughout the semester students undertake the three assessment tasks; responding to drama, performance and creative synthesis. These three tasks work in conjunction to initialise a concept for a dramatic or cinematic company. Students create a performance and conceive ways in which they can utilise technology, concepts and skills to make their artistic works as impactful as possible.

Drama can be taken as either a one or two semester subject.

Possible Arts industry pathways include:

  • Acting
  • Directing
  • Lighting
  • Sound
  • Multimedia
  • Front of house
  • Publicity and/or marketing
  • Costume
  • Makeup
  • Stage management
  • Producing
  • Cinematography

Assessment

  • Assessment Type 1: Performance
  • Assessment Type 2: Responding to Drama
  • Assessment Type 3: Creative Synthesis

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Drama

Prerequisites
C grade or higher in Year 10 Drama is preferred, though not required

Additional Information
Optional activities throughout the semester may incur additional costs.
Participation in Theatre Tech Studio or Acting 101 Studio Experience an advantage. This course is an ideal pathway for students looking to take Drama in Semester 2, and Drama or Creative Arts at SACE Stage 2.
Students undertaking Screen and Storytellers are expected to attend weekend and after school rehearsals if required.
Students may be invited to attend live performances during out-of-school hours.

The Arts  |  Stage 1

Drama: Activate Your Audience

What’s your story? What tale do you want to tell? How do you want to tell it?
Use dramatic skills and cutting-edge technologies to make a dynamic, powerful and compelling contribution to the art of storytelling.

Student Experience

Building upon skills acquired in Semester 1 and drawing upon the world’s best stage and screen storytellers for inspiration, students grow, polish, refine or reform their companies, to undertake a new artistic endeavour.

Students select their own roles, either on-stage or off-stage, and select their own mediums of performance, either for the stage or the screen. The second rule of Drama: the audience is never wrong.

Throughout the semester students undertake the three assessment tasks; responding to drama, performance and creative synthesis. These tasks work in conjunction to initialise students’ concepts for a dramatic or cinematic company.

With their company students create a performance and conceive ways in which they can utilise technology, concepts and skills to make their artistic works as impactful as possible.

Drama can be taken as either a one or two semester subject.

Possible Arts industry pathways include:

  • Acting
  • Directing
  • Lighting
  • Sound
  • Multimedia
  • Front of house
  • Publicity and/or marketing
  • Costume
  • Makeup
  • Stage management
  • Producing
  • Cinematography

Assessment

  • Assessment Type 1: Performance
  • Assessment Type 2: Responding to Drama
  • Assessment Type 3: Creative Synthesis

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Drama

Prerequisites
C grade or higher in Year 10 Drama is preferred, though not required

Additional Information
Optional activities throughout the semester may incur additional costs.
This course is an ideal complement for students undertaking Drama in Semester 1 and the pathway to Drama or Creative Arts at SACE Stage 2.
Participation in Theatre Tech Studio or Acting 101 Studio Experience an advantage.
Students undertaking Activate your Audience are expected to attend weekend and after-school rehearsals if required.
Students may be invited to attend live performances during out-of-school hours.

The Arts  |  Stage 1

Music Experience

The study of music enables students to appreciate the world in unique ways, through aesthetic treatments of sound across cultures, times, places, and contexts.
Through synthesising and applying their understanding of musical elements, students learn to manipulate sound and create musical works that express their ideas and emotions.
Instrumental techniques and musical expression will be developed through the preparation and performance of solo, or ensemble works and/or recordings.

Student Experience

Music Experience is designed for students with emerging musical skills and provides opportunities for them to develop their musical understanding and skills in creating and responding to music.

Students develop their critical and creative thinking, and their aesthetic appreciation of music, through exploring and responding to the music of others, and refining and presenting performances and/or compositions. These performances and/or compositions may include original works and/or presentations or arrangements of existing compositions.

Through the subject’s three interconnected strands – understanding music, creating music and responding to music – students develop an understanding of the elements of music and apply this understanding to create their own music as performances, arrangements, or compositions. They develop their musical literacy through responding to and reflecting on their own and others’ musical works.

With flexible assessment options, musicians will be encouraged to work in areas of strength and passion.

Assessment

  • Assessment Type 1: Creative Works – At least three creative works.
  • Assessment Type 2: Musical Literacy – At least two musical literacy tasks.

Key Information

Subject Length
Full Year

SACE Credits
20

SACE Subject and Link
Music

Prerequisites
Completion of Year 10 Music Culture and Identity or Year 10 Music Studies and Explorations is recommended, though not required.

Additional Information
It is expected that students continue instrumental music lessons on their chosen instrument through either Department for Education Instrumental Music Service lessons or private instructor lessons in their own time.
This subject prepares students for Stage 2 subjects Music Explorations, Music Performance – Solo and Music Performance – Ensemble.

The Arts  |  Stage 1

Music Advanced

Music is a creative and expressive response to experiences and feelings, using sound as a medium. It has the potential to transform perceptions, emotions, and thoughts.
By synthesising and applying their understanding of musical elements, students learn to manipulate sound and create musical works that express their ideas and emotions.
Instrumental techniques and musical expression are refined through the preparation and performance of solo and/or ensemble works.

Student Experience

Students develop their critical and creative thinking, and their aesthetic appreciation of music, through exploring and responding to the music of others, and refining and presenting performances and/or compositions. Performances and/or compositions may include original works and/or presentations or arrangements of existing compositions.

Students experiment with, explore, and manipulate musical elements to learn the art of constructing and deconstructing music. They develop and extend their musical literacy and skills through understanding the structural and stylistic features and conventions of music, expressing their musical ideas, and reflecting on and critiquing their learning in music.

Through the subject’s three interconnected strands – understanding music, creating music and responding to music – students develop an understanding of the elements of music and apply this understanding to create their own music as performances, arrangements, or compositions. They develop their musical literacy through responding to and reflecting on their own and others’ musical works.

With flexible assessment options, musicians will be encouraged to work in areas of strength and passion.

Assessment

  • Assessment Type 1: Creative Works – At least three creative works.
  • Assessment Type 2: Musical Literacy – At least two musical literacy tasks.

Key Information

Subject Length
Full Year

SACE Credits
20

SACE Subject and Link
Music

Prerequisites
Completion of Year 10 Music Culture and Identity or Year 10 Music Studies and Explorations is recommended, though not required.

Additional Information
Music Advanced is designed to extend students’ existing musical understanding and skills in creating and responding to music. This subject provides pathways to Stage 2 subjects Music Studies, Music Explorations, Music Performance – Solo and Music Performance – Ensemble.
It is expected that students continue music lessons on their chosen instrument through either the Department for Education Instrumental Music Service lessons or private instructor lessons.

STEM

Technologies (STEM) Pathways

View Pathways

Technologies (STEM)  |  Stage 1

Convergent Materials

Learn the essential steps for designing, planning and building wooden furniture in your own signature style.

Student Experience

This course introduces students to the process of designing and producing wooden objects and furniture.

Students draw on traditional and cutting-edge technologies and approaches as they develop essential creative
skills, knowledge and practices, such as presentation techniques, materials and production skills, construction methods, model-making and computer aided design.

Topics and concepts covered may include:

  • Traditional joinery skills
  • Contemporary Furniture
  • Computer-aided design (CAD)
  • Computer aided-manufacturing (CAM)

Assessment

  • Assessment Type 1: Specialised Skills Task – Two specialised skills tasks
  • Assessment Type 2: Design Process and Solution – One design process and solutions task

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Design, Technology and Engineering

Prerequisites
None

Subject Fees
Students may be required to co-contribute towards the purchase of project materials, dependent on their personal design and choice of materials.

Technologies (STEM)  |  Stage 1

Engineered for the Future

What role will engineering and assistive technologies play in future-proofing modern society and ensuring social inclusivity?

Student Experience

Students explore this key idea and choose a focus area for project development, along with completing a range of skill development tasks.

Students may undertake a robotics focus as a way of preparing for VEX Robotics competitions.

Topics and concepts covered may include:

  • Humanitarian and social inclusivity through human-centred design
  • Programming
  • Robotics
  • Computer-aided design (CAD)
  • Computer-aided manufacturing (CAM)

Assessment

  • Assessment Type 1: Specialised Skills Task – Two specialised skills tasks.
  • Assessment Type 2: Design Process and Solution – One design process and solutions task

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Design, Technology and Engineering

Prerequisites
None

Subject Fees
Students may be required to co-contribute towards the purchase of project materials, dependent on their personal design and choice of materials.

Technologies (STEM)  |  Stage 1

Architectural Solutions

In an age of rapid global change, this subject will highlight the role design can play in shaping the future form and performance of our built environments.

Student Experience

Students explore elements of architecture, landscape design, interior design and sustainability to find inspiration in developing a major project brief.

Students use digital and design technology skills to create digital (2D) and physical (3D) project models that will displayed through an exhibition.

Topics covered may include:

  • Technical drawing
  • Hand-sketching techniques
  • Model-making
  • AutoCAD
  • Rhino
  • Grasshopper
  • Revit

Assessment

  • Assessment Type 1: Specialised Skills Task – Two specialised skills tasks.
  • Assessment Type 2: Design Process and Solution – One design process and solutions task.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Design, Technology and Engineering

Prerequisites
None

Subject Fees
Students may be required to co-contribute towards the purchase of project materials, dependent on their personal design and choice of materials.

Technologies (STEM)  |  Stage 1

Silversmithing and Glass Solutions

Creating jewellery is a timeless art form. Build upon your Studio skills and learn new techniques under the guidance of a skilled and experienced teacher.

Student Experience

Students will design a produce a number of pieces that extend their skills in silversmithing techniques, including soldering, filing, rolling and forming, while exploring advanced techniques, such as electroplating, sweat soldering and stone setting.

Students will also be introduced to a range of glass forming techniques, such as flame working.

Assessment

  • Assessment Type 1: Specialised Skills Task – Two specialised skills tasks
  • Assessment Type 2: Design Process and Solution – One design process and solutions task

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Design, Technology and Engineering

Prerequisites
None

Subject Fees
Students may be required to co-contribute towards the purchase of project materials, dependent on their personal design and choice of materials.

Technologies (STEM)  |  Stage 1

Entertainment Technologies

Be part of the next generation of Australian games makers, visual effects artist and media designers.
Students will have the opportunity to plot their own path, allowing them to build their skills in areas of personal interest within the field.

Student Experience

In this subject, students develop the skills needed to work behind the scenes in the Creative Industries sector designing and developing enhanced digital entertainment experiences.

Topics covered may include:

  • Game art and/or programming
  • Design and development
  • Virtual environments for games, simulations or 3D animation
  • Computer graphics principles
  • Visual effects for movies and commercials
  • Sound effects creation

Students use industry standard software including Autodesk Maya, Adobe After Effects and Unreal Engine.

Assessment

  • Assessment Type 1: Specialised Skills Task – Two specialised skills tasks.
  • Assessment Type 2: Design Process and Solution – One design process and solutions task.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Design, Technology and Engineering

Prerequisites
None

Technologies (STEM)  |  Stage 1

Computer Science and Cyber Security

Have you thought about cyber attacks and who stops them?
As computers become increasingly interconnected and support more services than ever, securing these systems becomes more challenging and more crucial.

Student Experience

This subject allows students to develop their knowledge of the inner workings of programs, operating systems and networks so they understand the mechanisms of cyber-attacks.

Students learn the fundamental processes and practices to protect computing systems from attack, damage or unauthorised access.

Topics covered may include:

  • Computer programming
  • Software engineering
  • App development
  • Data analytics
  • Networks and intelligent systems

Assessment

  • Assessment Type 1: Project Skills – At least two project skills tasks.
  • Assessment Type 2: Digital Solution – At least one digital solution.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Digital Technologies

Prerequisites
None

Maths (STEM) Pathways

View Pathways

Maths (STEM)  |  Stage 1

Mathematical Methods

Functions, Models and Calculus (Full Year) Arrays, Statistics and Counting (Semester 1)

Students develop an increasingly complex and sophisticated understanding of mathematics.
By using functions and their derivatives, and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change.
Students use statistics to describe and analyse phenomena that involve uncertainty and variation.

Student Experience

Through the study of Mathematical Methods students develop and enhance their knowledge, skills and abilities in the use of abstract mathematical concepts.

Topics covered in Functions, Models and Calculus include:

  • Topic 1: Functions and graphs
  • Topic 2: Polynomials
  • Topic 3: Trigonometry
  • Topic 4: Growth and decay
  • Topic 5: Introduction to differential calculus
  • Topic 6: Further trigonometry

Topics covered in Arrays, Statistics and Counting include:

  • Topic 1: Counting and statistics
  • Topic 2: Matrices
  • Topic 3: Vectors in the plane

Students investigate mathematical relationships, concepts, or problems, which may be set in an applied context. The subject of a mathematical investigation may be derived from one or more subtopics, although it can also relate to a whole topic or across topics.

Assessment

  • Assessment Type 1: Skills and Applications Tasks – At least six skills and applications tasks.
  • Assessment Type 2: Mathematical Investigation – At least three mathematical investigation.

Key Information

Subject Length
3 Semesters

SACE Credits
30

SACE Subject and Link
Mathematical Methods

Prerequisites
C grade or higher in Pathways to Specialist Mathematics and a recommendation from student’s teacher.

Additional Information
Prerequisite for Stage 2 Mathematical Methods.
A graphics calculator is required.

Maths (STEM)  |  Stage 1

Specialist Mathematics

Geometry, Arithmetic and Proof (Semester 2)

Specialist Mathematics develops an increasingly complex and sophisticated understanding of mathematical arguments, and proofs, geometry and using mathematical models.
Students will develop their creative thinking, their ability to solve complex problems and delve into the world of pure mathematics.
This subject is ideal for students who wish to study mathematics rich subjects at a tertiary level.

Student Experience

Students use statistics to describe and analyse phenomena that involve uncertainty and variation.

Vectors in the plane provides new perspectives for working with two-dimensional space.

Vectors are used to specify quantities that have size (magnitude) and direction. These quantities include velocity, force, acceleration, displacement, and are used in fields such as physics and engineering.

Topics covered in Geometry, Arithmetic and Proof include:

  • Topic 1: Arithmetic and geometric sequences and series
  • Topic 2: Geometry
  • Topic 3: Real and complex numbers

Students investigate mathematical relationships, concepts, or problems, which may be set in an applied context. The subject of a mathematical investigation may be derived from one or more subtopics, although it can also relate to a whole topic or across topics.

Assessment

  • Assessment Type 1: Skills and Applications Tasks – At least two skills and applications tasks.
  • Assessment Type 2: Mathematical Investigation – At least one mathematical investigation.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Mathematics

Prerequisites
C grade or higher in Year 10 Mathematics and/or a C or higher in Pathways to Specialist Mathematics.

Additional Information
Prerequisite for Stage 2 Specialist Math.
A graphics calculator is required

Maths (STEM)  |  Stage 1

General Mathematics 1

Measurement and Matrices

General Mathematics extends students’ mathematical skills in ways that apply to practical problem-solving.
A problem-based approach is integral to the development of mathematical models and the associated key ideas in the topics. These topics cover a diverse range of applications of mathematics, including measurement, trigonometry, and discrete modelling using networks and matrices.

Student Experience

Students apply measurement techniques such as estimation, units of measurement, scientific notation, and measuring devices, and consider their accuracy.

They extend their understanding of Pythagoras’ theorem and use formulae to calculate the perimeter, area, and volume of standard plane and solid shapes, including triangles, quadrilaterals, circles, ellipses, prisms, pyramids, cylinders, cones, and spheres. Students will also examine scales as they apply in practical contexts such as reading and making maps, plans, or models.

Topics covered may include:

  • Topic 1: Measurement
  • Topic 2: Applications of trigonometry
  • Topic 3: Matrices and networks

Students investigate mathematical relationships, concepts, or problems, which may be set in an applied context. The subject of a mathematical investigation may be derived from one or more subtopics, although it can also relate to a whole topic or across topics.

Assessment

  • Assessment Type 1: Skills and Applications Tasks – At least two skills and applications tasks.
  • Assessment Type 2: Mathematical Investigation – At least one mathematical investigation.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
General Mathematics

Prerequisites
None

Additional Information
It is recommended that students study both General Mathematics 1 and 2 if they intend to study Stage 2 General Mathematics.
A graphics calculator is required.

Maths (STEM)  |  Stage 1

General Mathematics 2

Modelling, Analysing and Investing

General Mathematics extends students’ mathematical skills in ways that apply to practical problem-solving.
A problem-based approach is integral to the development of mathematical models and the associated key ideas in the topics. These topics cover a diverse range of applications of mathematics, including personal financial management, the statistical investigation process, and modelling using linear and non-linear functions.

Student Experience

Students discuss reasons for investing money and investigate using financial institutions and the share market as vehicles for investment of a sum of money. They calculate their expected returns from simple and compound interest investments.

Students make comparisons between various scenarios and considerations of the limitations on the reliability of predictions made using simple and compound interest models.

Topics covered may include:

  • Topic 1: Investing and borrowing
  • Topic 2: Statistical investigation
  • Topic 3: Linear and exponential functions and their graphs

Students investigate mathematical relationships, concepts, or problems, which may be set in an applied context. The subject of a mathematical investigation may be derived from one or more subtopics, although it can also relate to a whole topic or across topics.

Assessment

  • Assessment Type 1: Skills and Applications Tasks – At least two skills and applications tasks.
  • Assessment Type 2: Mathematical Investigation – At least one mathematical investigation.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
General Mathematics

Prerequisites
None

Additional Information
It is recommended that students study both General Mathematics 1 and 2 if they intend to study Stage 2 General Mathematics.
A graphics calculator is required.

Maths (STEM)  |  Stage 1

Essential Mathematics 1

Number and Money

Essential Mathematics offers senior secondary students the opportunity to continue their mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts. Students apply their mathematics to diverse settings, including everyday calculations, financial management, business applications, measurement and geometry, and statistics in social contexts.

Student Experience

Students extend their proficiency with calculations required for everyday living. Computational skills are practiced within contexts that are relevant to the students’ interests.

To develop a better understanding of the mathematical processes involved, the initial focus of the learning in this topic is the performance of calculations by hand.

The discerning use of electronic technology is introduced to enable more complex problems to be solved efficiently.

Topics covered may include:

  • Topic 1: Calculations, time, and ratio
  • Topic 2: Earning and spending
  • Topic 3: Investing

Students investigate mathematical relationships, concepts, or problems, which may be set in an applied context. The subject of a mathematical investigation may be derived from one or more subtopics, although it can also relate to a whole topic or across topics

Assessment

  • Assessment Type 1: Skills and Applications Tasks – At least two skills and applications tasks.
  • Assessment Type 2: Mathematical Investigation – At least one mathematical investigation.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Essential Mathematics

Prerequisites
None

Additional Information
It is recommended that students study both Stage Essential Mathematics 1 and 2 to be better prepared for Stage 2 Essential Mathematics.
A calculator is required.

Maths (STEM)  |  Stage 1

Essential Mathematics 2

Shape and Data

Essential Mathematics offers senior secondary students the opportunity to continue their mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts.
Students apply their mathematics to diverse settings, including everyday calculations, financial management, business applications, measurement and geometry, and statistics in social contexts.

Student Experience

Students name a variety of common two-dimensional and three-dimensional (2D and 3D) figures and classify them according to their geometric properties. They learn to measure and classify angles and use instruments (e.g. a pair of compasses and a straight edge) to construct geometrical figures.

Students identify the geometry involved in structures in the built environment and landscapes.

Topics covered may include:

  • Topic 1: Measurement
  • Topic 2: Geometry
  • Topic 3: Data in context

Students investigate mathematical relationships, concepts, or problems, which may be set in an applied context. The subject of a mathematical investigation may be derived from one or more subtopics, although it can also relate to a whole topic or across topics.

Assessment

  • Assessment Type 1: Skills and Applications Tasks – At least two skills and applications tasks.
  • Assessment Type 2: Mathematical Investigation – At least one mathematical investigation.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Essential Mathematics

Prerequisites
None

Additional Information
It is recommended that students study both Stage Essential Mathematics 1 and 2 to be better prepared for Stage 2 Essential Mathematics.
A graphics calculator is required.

Science (STEM) Pathways

View Pathways

Science (STEM)  |  Stage 1

Physics 1 & 2

Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them.
The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years.
Investigation is an integral part of the learning and understanding of Physics concepts, using scientific methods to test ideas and develop new knowledge.

Student Experience

In their practical investigations, students undertake a range of individual and collaborative activities, during which they extend their science inquiry skills.

The topics for Stage 1 Physics are:

  • Topic 1: Linear motion and forces
  • Topic 2: Electric circuits
  • Topic 3: Heat
  • Topic 4: Energy and momentum
  • Topic 5: Waves
  • Topic 6: Nuclear models and radioactivity

Assessment

  • Assessment Type 1: Investigations Folio – At least two practical investigations and two investigations with a focus on science as a human endeavour.
  • Assessment Type 2: Skills and Applications Tasks – At least two skills and applications tasks.

Key Information

Subject Length
Full Year

SACE Credits
20

SACE Subject and Link
Physics

Prerequisites
C grade or higher in Year 10 Science and/or a C grade or higher in Rocket Science and Space

Additional Information
If students intend to study Stage 2 Physics, it is essential they study Stage 1 Physics and achieve a C minimum.

Science (STEM)  |  Stage 1

Chemistry 1 & 2

In their study of Chemistry, students develop and extend their understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use that human beings make of the planet’s resources.

Student Experience

Students explore examples of how scientific understanding is dynamic and develops with new evidence, which may involve the application of new technologies.

Topics and themes may include:

  • Topic 1: Materials and their atoms
  • Topic 2: Combinations of atoms
  • Topic 3: Molecules
  • Topic 4: Mixtures and solutions
  • Topic 5: Acid and bases
  • Topic 6: Redox reactions

Assessment

  • Assessment Type 1: Investigations Folio – At least two practical investigations and two investigations with a focus on science as a human endeavour.
  • Assessment Type 2: Skills and Applications Tasks – At least two skills and applications tasks.

Key Information

Subject Length
Full Year

SACE Credits
20

SACE Subject and Link
Chemistry

Prerequisites
C grade or higher in Year 10 Science and/or a C grade or higher in BioChem and Medical Science

Additional Information
If students intend to study Stage 2 Chemistry, it is essential they study Stage 1 Chemistry and achieve at minimum a C

Science (STEM)  |  Stage 1

Biology 1: Systems

Students examine the structure and function of various multicellular organisms and consider the structure and function of various organ systems that facilitate the exchange of materials in human beings and other species, including specific attributes of the circulatory, respiratory, excretory, and digestive systems in animals. Investigating the effects of lifestyle choices, new medical treatments, and organ donation, students extend their ethical understanding and personal and social capability.

Student Experience

Students also explore the current view of the biosphere as a dynamic system composed of Earth’s diverse, interrelated, and interacting ecosystems. This concept, developed from the work of naturalists who collected, classified, measured and mapped the biodiversity of organisms and environments around the world, forms the basis of strategies, protocols, and government policy for the protection of ecosystems.

Students investigate diverse ecosystems, exploring the range of biotic and abiotic components to understand the dynamics, diversity, evolution and underlying unity of these systems.

Topics covered will include:

  • Topic 1: Multicellular organisms
  • Topic 2: Biodiversity and ecosystem dynamics

Assessment

  • Assessment Type 1: Investigations Folio – At least one practical investigation and one investigation with a focus on science as a human endeavour
  • Assessment Type 2: Skills and Applications Tasks – At least one skills and applications task.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Biology

Prerequisites
C grade or higher in Year 10 Science

Additional Information
It is recommended for students to study Biology 1 in order to study Biology 2.

Science (STEM)  |  Stage 1

Biology 2: Cells and Disease

The cell is the basic unit of life. All cells possess some common features, for example, all prokaryotic and eukaryotic cells need to exchange materials with their immediate external environment in order to maintain the chemical processes vital for cell functioning.
Students examine the development of the cell theory, the exchange of materials, and processes required for cell survival. They will also examine the various agents that can cause infectious diseases, including viral, bacterial, and other parasitic pathogens.

Student Experience

Students use microscopes and digital technologies to investigate the structure and function of cells, as well as the biochemical processes involved in their survival and reproduction.

Students learn about the conditions necessary for the growth of microorganisms in the context of industry, and the field of medicine.

Topics covered are concepts from:

  • Topic 1: Cells and microorganisms
  • Topic 2: Infectious disease

Assessment

  • Assessment Type 1: Investigations Folio – At least one practical investigation and one investigation with a focus on science as a human endeavour.
  • Assessment Type 2: Skills and Applications Tasks – At least one skills and applications task.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Biology

Prerequisites
C grade or higher in Year 10 Science and/or a C grade or higher in Stage 1 Biology 1 are recommended

Additional Information
It is recommended for students to study Biology 1 in order to study Biology 2.

Science (STEM)  |  Stage 1

Earth and Environmental Science

Earth and Environmental Science emphasises the way in which Earth materials and processes generate environments, including habitats, where organisms live; the natural processes and human influences that induce changes in physical environments; and ways in which organisms respond to those changes.

Student Experience

Students develop and extend their inquiry skills, including in designing and undertaking investigations, and collecting and analysing primary and secondary data. They interpret and evaluate information, synthesis and use evidence to construct and justify conclusions.

The topics in Stage 1 Earth and Environmental Science 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 student learning are:

  • Science inquiry skills
  • Science as a human endeavour
  • Science understanding

The topics for Stage 1 Earth and Environmental Science are:

  • Topic 1: Turbulent Earth
  • Topic 2: Composition of the geosphere
  • Topic 3: Processes in the geosphere
  • Topic 4: The Earth’s atmosphere
  • Topic 5: Importance of the hydrosphere
  • Topic 6: Biosphere

Assessment

  • Assessment Type 1: Investigations Folio – At least one practical investigation and one investigation with a focus on science as a human endeavour.
  • Assessment Type 2: Skills and Applications Tasks – At least one skills and applications task.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Earth and Environmental Science

Prerequisites
C grade or higher in Year 10 Science

Subject Fees
There will be a camp and other excursions that will incur additional costs.

Additional Information
If students intend on studying Stage 2 Earth and Environment Science, it is recommended they have completed Stage 1 Biology 1 or Stage 1 Chemistry 1 & 2.

Science (STEM)  |  Stage 1

Psychology of Self and Others

How can psychology help me to understand myself and others?
What impact does social media have on wellbeing, and what can Psychology tell us about the long-term impacts of growing up in the cyber world?
What causes criminal behaviour? Is it the result of nature or nurture?

Psychology aims to describe and explain the universality of human experience as well as individual and cultural diversity.

Student Experience

An inquiry approach to psychology provides students with the ability to investigate questions, design ethical research using scientific approaches, and use data to analyse and critique findings.

Lifespan Psychology
Students explore human development throughout the lifespan including physiological, cognitive, emotional and social changes that people go through from childhood, through adolescence and into adulthood.
Practical experience through a visit to a local kindergarten to observe childhood development will form the basis for research.

Cyberpsychology
Social issues associated with the increase in technology, social media and phone use will be explored including addiction, impacts on mental health, sleep and social interaction.

Psychology in Context
Students and teachers may negotiate an alternate topic from: Exercise and Sports Psychology, Cognitive Psychology, Indigenous Psychology, and Forensic Psychology.

Assessment

  • Assessment Type 1: Investigations Folio – One psychological investigation which includes deconstruction of a problem and design of a psychological investigation and one investigation with a focus on science as a human endeavour
  • Assessment Type 2: Skills and Applications Tasks – At least one skills and applications task

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Psychology

Prerequisites
C grade or higher in Year 10 Science

Additional Information
Successful completion of this subject is preferred background for Stage 2 Psychology.
This subject appears in multiple learning area pathways.

Science (STEM)  |  Stage 1

Psychology: Inside and Out

How can studying the neuroscience of the brain help us understand mental illness? What is the psychology behind criminology?
How does our environment, our sense of place and attachment affect our wellbeing? What are the psychological considerations in architectural building design?
Does nature make us happy?
Psychology aims to describe and explain the universality of human experience as well as individual and cultural diversity.

Student Experience

An inquiry approach to psychology provides students with the ability to investigate questions, design ethical research using scientific approaches, and use data to analyse and critique findings.

Neuropsychology
Students study the human brain and nervous system, developing an understanding of the biochemistry of the brain and links to mental illness. The impacts of substance abuse and healthy habits will be explored from a biological perspective.

Environmental Psychology
Students focus on the interplay between individuals and their surroundings. Student will conduct research into workplace wellbeing and explore the purposeful design of Adelaide Botanic High School given our unique natural and city surrounding environments.

Psychology in Context
Students and teachers may negotiate an alternate topic from: Exercise and Sports Psychology, Cognitive Psychology, Indigenous Psychology, and Forensic Psychology.

Assessment

  • Assessment Type 1: Investigations Folio – One psychological investigation which includes deconstruction of a problem and design of a psychological investigation and one investigation with a focus on science as a human endeavour.
  • Assessment Type 2: Skills and Applications Tasks – At least one skills and applications task.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Psychology

Prerequisites
C grade or higher in Year 10 Science

Additional Information
Successful completion of this subject is preferred background for Stage 2 Psychology.
This subject appears in multiple learning area pathways.

Futures Ready

The Futures Ready Learning area curates offerings using SACE cross disciplinary subjects with a focus on building employability skills, industry skills and career development competencies.

Students begin to take part in Futures Ready subjects when they undertake the Personal Learning Plan in Year 10 and continue with the SACE Research Project. Around these, offerings using SACE curriculum subjects such as Workplace Practices, Integrated Learning, Research Practices and Community Studies are available as standalone subjects and connected with other learning areas.

View Pathways

Futures Ready  |  Stage 1

Workplace Practices

Workplace Practices is an ideal selection for students who are planning to, or are currently undertaking, Vocational Education/Flexible Industry Pathways, or who are participating in high level sports, arts commitments or part-time employment. The flexibility of the course to incorporate these extra-curricular commitments is valuable to balance study commitments.

Student Experience

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.

The subject three areas of study:

  • Industry and Work Knowledge
  • Vocational Learning
  • Vocational Education and Training (VET)

As part of their learning students must study Industry and Work Knowledge and one of the following options:

  • Vocational Learning; or
  • VET; or
  • Vocational Learning and VET.

Assessment

  • Assessment Type 1: Folio – One to two assessments related to their study of selected Industry and Work Knowledge topics.
  • Assessment Type 2: Performance – A series of activities undertaken over a period of time, from which students gather their evidence of learning.
  • Assessment Type 3: Reflection – Review and reflect on learning to demonstrate understanding of processes, values, and issues related to work, industry, and the workplace, and workplace practices, conditions, and cultures.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Workplace Practices

Prerequisites
None

Futures Ready  |  Stage 1

Integrated Learning

The Integrated Learning course is a flexible program specifically designed to connect students to a real-world leadership and learning situations in our school community.
Within this course, there are opportunities for students to focus their learning within SYNERGY leadership activities, students coaching students, peer mentoring and service-learning opportunities.

Student Experience

Examples include:

Students Coaching Students
Participants of this strand coach individual students, meeting with them on a regular basis to mentor and support them with developing their identity within the school. Community, Curiosity and Excellence are the guiding principles for these coaches, enabling them to effectively support the students that they are coaching to achieve success.
Participants have an opportunity to undertake their own personal venture to further develop skills in communicating, mentoring, leadership, problem solving, organisation and self-development.

Peer Mentoring
Participants of this strand commit to supporting students transitioning into Adelaide Botanic High School by participating in modules to develop their mentoring and coaching skills. They work alongside students during Connect Group and break times to develop strong relationships, mentor and provide support.
Participants have an opportunity to undertake their own personal venture to further develop skills in communicating, mentoring, leadership, problem solving, organisation and self-development.

Assessment

  • Assessment Type 1: Practical Exploration – this is designed with a specific purpose that enables students to demonstrate practical application and to develop their knowledge, concepts, and skills through inquiry.
  • Assessment Type 2: Connections – Students undertake a task or activity to be achieved through collaboration. They identify their individual role and responsibility in the task/activity and communicate their contribution.
  • Assessment Type 3: Personal Venture – The personal venture is an opportunity for students to explore an area of the program focus that is of interest to them. They investigate their area of interest by identifying, exploring, and communicating relevant information, concepts, and ideas about them.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Integrated Learning

Prerequisites
None

Subject Fees
Excursion opportunities may be offered to students which may incur additional costs.

Additional Information
Following selection of this course through web preferences students will be required to complete an application. Final enrolment into this course is determined by a successful application.

Futures Ready  |  Stage 1

Research Project (Stage 2)

In the Research Project, students have the opportunity to study an area of interest in depth.
It requires students to use their creativity and initiative, while also developing the research and presentation skills they will need in further study or work.
Students choose a research question that is based on an area of interest to them, working to bring resolution in the form of an outcome. Through the research process, students explore and develop one or more capabilities by viewing their processes, information and development through a capability lens.

Student Experience

At Adelaide Botanic High School, students complete this subject as a single semester option in Year 11 or 12 (refer SACE Overview).

Students should make their choice based on their needs and abilities. Undertaking a Stage 2 level subject at the beginning of Year 11 can be a leap. It is strongly advised that students who select to undertake the subject in Semester 1 of Year 11, be highly confident and accomplished in their personal organisation and communication skills in order to support their success. This will be evident in their overall GPA and Global Perspectives grades (B or higher), and completion of STEM or Global Inquiry is also advantageous.

Stage 2 Research Project is a compulsory 10-credit subject. Students must achieve a C– grade or better to complete the subject successfully and gain their SACE.

Students enrol in either Research Project A or Research Project B. This choice is made during the Folio development process based on the student’s idea, skills and goals.

Assessment

  • Assessment Type 1: Folio – Planning and research development.
  • Assessment Type 2: Research Outcome – Presentation of resolution to the chosen question.
  • Assessment Type 3 (External): Evaluation/Review – Process, decisions and the research outcome.

Key Information

Subject Length
1 Semester

SACE Credits
10

SACE Subject and Link
Research Project

Prerequisites
None

Additional Information
Students must achieve a C– grade or better to successfully complete the subject.

Further Information

This guide is a starting point for our students as they work towards making their subject choices for their SACE Stage 1.
In addition to the support and guidance offered by ABHS throughout the subject selection process, we have also provided some links to useful websites below which students and parents may find helpful.