Duration of Course – Full year (10 credits)
Compulsory Cardijn College Subject

Subject Description
The program focus is on Modern-day discipleship: Living, Learning & Leading for a Word God Desires. The course draws on the Cardijn Review Of Life Methodology, Catholic Social Teaching principles and Christian discipleship, with students making connections with their learning to a selection of the ACARA Capabilities, namely, Personal & Social, Ethical & Intercultural Understanding.

Content

• Joseph Cardijn & the See, Judge, Act methodology: past, present and future
• Modern day discipleship: To lead, follow and serve.
• Marist characteristics
• Catholic social teaching principles
• Social justice: Leading for a world God desires

Evidence of Learning
At Stage 2, assessment is both school-based and externally assessed. During a teaching, learning and assessment program the teacher makes decisions about the quality of the evidence of student learning against the performance standards, demonstrated through the three types of assessments. At the end of the program the teacher uses the performance standards to make a balanced decision about the quality and standard of student’s set of evidence of learning. Students have the opportunity to demonstrate evidence of their learning in Stage 2 Integrated Learning through the following assessment types:

School-based Assessment (70%)

• Assessment Type 1: Practical Activity (40%)
  • House Charity Investigation / Folio & Discussion
     
• Assessment Type 2: Connections (30%)
  • Athon Day Group Activity

External Assessment (30%)

• Assessment Type 3: Personal Endeavour: Human Dignity

Duration of Course – 1 Semester (10 credits)
Entry Point – Semester 1 or 2

Course Description
The purpose of Activating Identities and Futures is for students to take greater ownership and agency over their learning (learning how to learn) as they select relevant strategies (knowing what to do when you don’t know what to do) to explore, create and/or plan to progress an area of personal interest towards a learning output.

Content
Students explore ideas related to an area of personal interest through a process of self-directed inquiry. They draw on knowledge, skills and capabilities developed throughout their education that they can apply in this new context and select relevant strategies to progress the learning to a resolution. The focus of the exploration aims to develop capabilities and support students in their chosen pathways.

Assessment

School Assessment 

• Assessment Type 1: Portfolio (35%)
• Assessment Type 2: Progress Checks (35%)

External assessment 

• Assessment Type 3: Appraisal (30%)

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or higher in Stage 1 Ancient Studies or other related Humanities subject area. It is also recommended that students have taken English in Stage 1.

Subject Description
In Classical Studies students learn about the history, literature, society and culture of ancient civilisations, which may include Asia–Australia, the Americas, Europe and Western Asia and the classical civilisations of Greece and Rome. Students draw on many other fields of study, such as architecture, politics, religion and geography. They consider the environmental, social, economic, religious, cultural and aesthetic factors that shape and are shaped by societies and that provide personal and shared identity. Students critically engage with texts and analyse archaeological and historical sources, both primary and secondary. Students develop skills of historical literacy that enable them to challenge or confirm their beliefs, attitudes and values.

Content

Daily life
Military conflict
Political power and authority
Material culture
Religion
Literature – Prose, narrative or epic
Literature – Drama and poetry
Evidence of Learning

School-based Assessment (70%)

Assessment Type 1: Skills and applications (50%)
Assessment Type 2: Connections (20%)
External Assessment (30%)

Assessment Type 3: Inquiry (30%)
Students provide evidence of their learning through seven or eight assessments, including the external assessment component.

Students undertake:

At least four skills and application tasks
At least two connection tasks
One inquiry task.

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or higher in any of the Stage 1 Sciences (except Scientific Studies).

Subject Description
The study of Biology immerses students in inquiring and understanding the diversity of life, the structure and function of living things, and how they interact within environments. Students investigate biological systems and their interactions, from the perspectives of energy, control, structure and function, change and exchange in microscopic cellular structures and processes, through to macroscopic ecosystem dynamics. Students apply their understanding of the interconnectedness of biological systems to evaluate the impact of human activity on the natural world. Students explore the dynamic nature of biological science and the complex ways in which science interacts with society, to think critically and creatively about possible scientific approaches to solving everyday and complex problems and challenges.

Content

• DNA and proteins
• Cells as the basis of life
• Homeostasis
• Evolution

Evidence of Learning

School-based Assessment (70%)

• Assessment Type 1: Investigations Folio (30%)
• Assessment Type 2: Skills and Applications Tasks (40%)

External Assessment (30%)

• Assessment Type 3: Two-hour examination (30%)

Students provide evidence of their learning through eight summative assessment tasks including the external examination. Students undertake:

• Two practical investigations
• One science as a human endeavour investigation
• Four skills and applications tasks
• One external examination

Duration of Course – 2 semesters, (20 credits)
Entry Point – Beginning of Term 1 

Subject Description
Students are equipped with the knowledge, skills and understandings to engage in designing, sustaining, and transforming business in the modern world. In a time when design-driven companies consistently outperform other stock market companies, Business Innovation foregrounds design thinking and assumption-based business planning tools to promote an iterative, human-centred approach to innovation and the transformation of business products, services, and processes. 

Students ‘learn through doing’ in Business Innovation, using design thinking and assumption-based planning processes to anticipate, find, and solve problems. They learn in an environment in which risk is encouraged, where ideas are built up rather than broken down, and fear of failure is replaced with the opportunity to iterate as initial assumptions about problems, customers, or solutions are refined. Integral to this is the opportunity for students to work collaboratively in uncertain environments to identify problems or customer needs, generate and explore ideas and solutions, and make decisions based on incomplete information.

Students engage with complex, dynamic, real-world problems, to identify and design, test, iterate, and communicate viable business solutions. Through design thinking and direct involvement in innovation, students not only develop but also understand and apply their critical and creative thinking skills.

Content
This subject structured around three key contexts:

• Designing business
• Sustaining business
• Transforming business

Students explore at least two of these contexts.  Through these contexts, students develop and apply their understanding of the following underpinning learning strands:

• Innovation
• Decision-making and project management
• Financial literacy and information management
• Global, local, and digital perspectives.

Students gain an understanding of fundamental business concepts and ideas, including:

• The nature and structure of business
• Sources of finance
• Forms of ownership
• Legal responsibilities and requirements.

This understanding is extended and applied through each of the learning strands.

Evidence of Learning

School Assessment (70%)
Assessment Type 1: Business Skills (40%)
Assessment Type 2: Business Model (30%)

External Assessment (30%)
Assessment Type 3: Business Plan and Pitch (30%)

Students should provide evidence of their learning though six assessments, including the external assessment component. Students undertake:

• Four business skills tasks
• One business model
• One business plan and pitch

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or higher in Stage 1 Chemistry or Physics.

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

Students consider examples of benefits and risks of chemical knowledge to the wider community, along with the capacity of chemical knowledge to inform public debate on social and environmental issues. The study of Chemistry helps students to make informed decisions about interacting with and modifying nature, and explore options such as green or sustainable chemistry, which seeks to reduce the environmental impact of chemical products and processes.

Through the study of Chemistry, students develop the skills that enable them to be questioning, reflective, and critical thinkers; investigate and explain phenomena around them; and explore strategies and possible solutions to address major challenges now and in the future (for example, in energy use, global food supply, and sustainable food production).

Content

• Monitoring the environment
• Managing chemical processes
• Organic and biological chemistry
• Managing resources

Evidence of Learning

School-based assessment (70%)

• Assessment Type 1: Investigations Folio (30%)
• Assessment Type 2: Skills and Applications Tasks (40%)

External Assessment (30%)

• Assessment Type 3: Two hour examination (30%)

Students provide evidence of their learning through eight summative assessment tasks including the external examination. Students undertake:

• Two practical investigations
• One science as a human endeavour investigation
• Four skills and applications tasks
• One external examination

Duration of Course – 2 semesters, (20 credits)
Entry Point – Beginning of Term 1

Subject Description
Child Studies focuses on children and their development from birth to eight years. Students have the opportunity to develop knowledge and understanding of young children through individual, collaborative and practical learning. They explore concepts such as developmental milestones, the value of play and the roles of parents and caregivers.

Students also consider the importance of child nutrition and the wellbeing of children. They understand and apply occupational health and safety requirements for working with children. Students investigate contemporary issues that are relevant to children and their development. Students analyse current trends in relation to children and critique Australian initiatives and strategies for the well-being and protection of children.

Content
The five areas of study are:

• Contemporary and Future Issues
• Economic and Environmental Influences
• Political and Legal Influences
• Sociocultural Influences
• Technological Influences

Evidence of Learning

School-based Assessment (70%)
Assessment Type 1: Practical Activity (50%)
Assessment Type 2: Group Activity (20%)

External Assessment (30%)
Assessment Type 3: Investigation (30%)

Students provide evidence of their learning through seven or eight assessments, including the external assessment component. Students undertake:

• at least four practical activities
• at least one group activity
• one investigation

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to pursue a University Pathway consider alternative subject choices as this subject cannot contribute to an ATAR.

Subject Description
Community Studies offers students the opportunity to learn in a community context, both within and beyond the school environment. The community provides the framework in which students develop capabilities that enable them to contribute actively and successfully to others. An identifying feature of this subject is the autonomy it provides students in deciding the focus and direction of their community activity. Students begin from a point of personal interest, skill or knowledge and set challenging and achievable goals. Students develop their ability to work independently and to apply their knowledge and skills in practical and contributing ways in their communities.

Content
Students develop an individual program of learning around their interests, knowledge, and skills, preparing a contract of work to undertake a community activity in one of the following six areas of study:

• Arts and the community
• Communication and the community
• Foods and the community
• Health, recreation, and the community
• Science, technology, and the community
• Work and the community

These areas of study provide the framework within which students can base their activity. Examples of Activities in these areas of study include:

• Organising an art display for a group of students with a disability to exhibit their work.
• Writing sports articles for a website or blog
• Developing a healthy meal and preparing it for a community group
• Managing or coaching a sports team
• Undertaking ten days of work experience
• Volunteering to assist disadvantaged groups.
• Planning and running a fundraising project.

Evidence of Learning

School Assessment (70%)
Assessment Type 1: Contract of Work

External Assessment (30%)
Assessment Type 2: Reflection

Students provide evidence of their learning through completion of and reflection on a contract of work. This involves each of the two assessment types, including the external assessment component.

Other Information
This subject cannot be used in calculating an ATAR for University entry.

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or higher in Stage 1 Drama.

Subject Description
Telling stories and representing our humanity to each other are basic human activities. They are the essence of drama. Students learn by participating in creative problem-solving; generating, analysing and evaluating ideas; developing personal interpretations of texts; learning to set goals and working collaboratively to achieve them; rehearsing, workshopping and improvising solutions; as well as presenting their product or performance. Drama is a dynamic, collaborative process stemming from experimentation that involves intuition and analysis. Students analyse texts and other materials, performances and their own learning. Drama enables students to acquire the skills and understanding to generate creative and imaginative solutions to the challenge of staging theatrical works. Drama values the exploration of all forms of learning, integrating the creative with the physical and the intellectual. As students experience diverse perspectives and challenge their own imaginations, they have the opportunity to develop confidence in the validity of their own ideas.

Content
Teachers develop a teaching and learning program based on the following two areas of study:

• Company and production
• Exploration and vision

Evidence of Learning

School-based Assessment (70%)
Assessment Type 1: Group Production (40%)
Assessment Type 2: Evaluation and Creativity (30%)

External Assessment (30%)
Assessment Type 3: Creative Presentation (30%)

Students provide evidence of their learning through three or four assessments, including the external assessment component. Students undertake:

• One group production task
• One or two evaluation and creativity tasks
• One creative presentation

Duration of Course – Full year (20 credits)

Subject Description
Through the study of Economics, students examine the most significant individual and social problems through the acquisition of analytical and problem-solving skills and the development of a logical, ordered way of looking at issues. These essential life skills promote the ability to balance different narratives, determine what assumptions matter, and build on existing knowledge.

Economics will influence how students understand markets and their importance to the prosperity and sustainability of society, but most importantly, it will develop a long-term perspective and awareness that understanding the economy requires both a solid intellectual framework and openness to new ideas.

In Stage 2 Economics, students use an inquiring, critical, and thoughtful approach to their study and further develop the ability to think like an economist. They apply their economic inquiry skills and their knowledge and understanding of economic concepts, principles, and models to analyse and respond to economic problems.

The skills and conceptual understandings developed through the core topic Thinking Like an Economist are:

• Economic inquiry skills
• Data analysis
• Microeconomics
• Macroeconomics

Students learn these skills and conceptual understandings using problem-based scenarios from two or more different economic contexts.

Evidence of Learning
The following assessment types enable students to demonstrate their learning in Stage 2 Economics:

School-based Assessment (70%)

• Assessment Type 1: Folio (40%)
• Assessment Type 2: Economic Project (30%)

External Assessment (30%)

• Assessment Type 3: Examination (30%)

Students provide evidence of their learning through five or six assessments, including the external assessment component.

Students complete:

• Three or four folio tasks
• One economic project
• One examination

Duration of Course – Full year (20 credits)
Entry Point – Semester 1

Recommendations
It is recommended that students wishing to take this course have achieved a C grade or higher in Stage 1 English for the full year.

Subject Description
In English 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. They 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.

Content
Teachers develop a teaching and learning program based on the following areas of study:

• Responding to texts
• Creating texts

Assessment School Assessment (70%)
Assessment Type 1: Responding to Texts (30%)
Assessment Type 2: Creating Texts (40%)

External Assessment (30%)
Assessment Type 3: Comparative Analysis (30%)

Students provide evidence of their learning through eight assessments, including the external assessment component. Students complete:

• Three responses to texts
• Four created texts (one of which is a writer’s statement)
• One comparative analysis

Duration of Course – Full year (20 credits)
Entry Point – Semester 1

Recommendations
It is recommended that students wishing to take this course have achieved a B grade or higher in Stage 1 English for the full year.

Subject Description
English Literary Studies focuses on the skills and strategies of critical thinking needed to interpret texts. Through shared and individual study of texts, students encounter different opinions about texts, have opportunities to exchange and develop ideas, find evidence to support a personal view, learn to construct logical and convincing arguments, and consider a range of critical interpretations of texts. English Literary Studies focuses on ways in which literary texts represent culture and identity, and on the dynamic relationship between authors, texts, audiences, and contexts. Students develop an understanding of the power of language to represent ideas, events, and people in particular ways and of how texts challenge or support cultural perceptions.

Content
Teachers develop a teaching and learning program based on the following areas of study:

• Responding to texts
• Creating texts

School-based Assessment (70%)
Assessment Type 1: Responding to Texts (50%)
Assessment Type 2: Creating Texts (20%)

External Assessment (30%)
Assessment Type 3: Text Study:
Part A: Comparative Text Study (15%)
Part B: Critical Reading (15%) (* 90 minute Examination)

Students provide evidence of their learning through up to nine assessments, including the external assessment component. Students complete:

• Up to five responses to texts
• Two created texts
• Two tasks for the text study (one comparative text study and one critical reading)

Duration of Course – Full year (20 credits)
Entry Point – Semester 1

Recommendations
It is recommended that students wishing to take this course have achieved a C grade or higher in Stage 1 Essential English or Stage 1 English for the full year.

Subject Description
Essential English is designed for students planning to pursue a career in a range of trades or vocational pathways, and those intending to continue their study of English at Stage 2. There is an emphasis on communication, comprehension, analysis, and text creation. 

In Stage 2 Essential English students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts.

Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning.

Content
Teachers develop a teaching and learning program based on the following areas of study:

• Responding to texts
• Creating texts
• Language study

Assessment

School Assessment (70%)
Assessment Type 1: Responding to Texts (30%)
Assessment Type 2: Creating Texts (40%)

External Assessment (30%)
Assessment Type 3: Language Study (30%)

Students provide evidence of their learning through seven assessments, including the external assessment component. Students complete:

• Three responses to texts
• Three created texts (one of which is an advocacy text)
• One language study

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or higher in Stage 1 Fashion Design.

Subject Description
Students who study Fashion Design will use a range of technologies such as sewing machines, overlockers, design techniques and equipment to convert textiles and fabrics into products. Students will also investigate and engage with the work of contemporary and historical fashion designers to broaden their understanding of the creative arts process, development of skills and concepts, and proficiency as a creative artist. The course is designed to equip students with the skills and knowledge required when considering career opportunities in fashion design and related occupations.

Content

• Creative arts process
• Development and production
• Concepts in creative arts disciplines
• Creative arts in practice

Evidence of Learning
The following assessment types enable students to demonstrate their learning in Stage 2 Fashion Design:

School-based Assessment (70%)
Assessment Type 1: Inquiry (20%)
Assessment Type 2: Product (50%)

External Assessment (30%)
Assessment Type 3: Practical Skills (30%)

Students provide evidence of their learning through four or five assessments, including the external assessment component. Students undertake:

• One or two inquiries
• Two products with accompanying folios
• One practical skills task

Duration of Course – 2 semesters, (20 credits)
Entry Point – Beginning of Term 1 

Subject Description
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.

Students develop skills in using technology and safe work practices in the preparation, handling of food, 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 and consumer protection.

Content
The five areas of study are:

• Contemporary and Future Issues
• Economic and Environmental Influences
• Political and Legal Influences
• Sociocultural Influences
• Technological Influences

Evidence of Learning

School-based Assessment (70%)
Assessment Type 1: Practical Activity (50%)
Assessment Type 2: Group Activity (20%)

External Assessment (30%)
Assessment Type 3: Investigation (30%)

Students provide evidence of their learning through seven or eight assessments, including the external assessment component. Students undertake:

• At least four practical activities
• At least one group activity
• One investigation

Other Information
Some practical and group activities may require out of class commitment, that is, after school and/or a full day during the holidays. Students will be notified in advance.

Duration of Course – Full year (20 credits)

Recommendations

It is recommended that students wishing to undertake this course have achieved a C grade or higher in Stage 1 Geography. 

Subject Description

Through the study of Stage 2 Geography, students develop an understanding of the spatial interrelationships between people, places, and environments. They appreciate the complexity of our world, the diversity of its environments, and the challenges and associated opportunities facing Australia and the world. Students develop an appreciation of the importance of place in explanations of economic, social, and environmental phenomena and processes. Geography provides a systematic, integrative way of exploring, analysing, and applying the concepts of place, space, environment, interconnection, sustainability, scale, and change. Students of Geography identify patterns and trends and explore and analyse geographical relationships and interdependencies. They use this knowledge to promote a more sustainable way of life and an awareness of social and spatial inequalities.

Students engage in geographical inquiry by using geographical methods and skills. They pose geographical questions, seek answers, and evaluate responses, using a range of fieldwork and spatial technology skills. Fieldwork, in all its various forms, is central to the study of Geography, as it enables students to develop their understanding of the world through direct experience.

Content

Stage 2 Geography is a 20-credit subject that consist of the following content:

• The transforming world
• Fieldwork

The transforming world focuses on the following five topics:

Theme 1: Environmental Change

• Topic 1: Ecosystems and people
• Topic 2: Climate change

Theme 2: Social and Economic Change

• Topic 3: Population change
• Topic 4: Globalisation
• Topic 5: Transforming global inequality.

Evidence of Learning

School assessment (70%)

• Assessment Type 1: Geographical Skills and Applications (40%)
• Assessment Type 2: Fieldwork Report (30%)

External assessment (30%)

• Assessment Type 3: Examination

Students provide evidence of their learning through six assessments including the external assessment component.

Students undertake:

• Four geographical skills and applications tasks
• One fieldwork report
• An examination

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or better in Stage 1 English, Health or Physical Education.

Subject Description
Students focus on the health and well-being of individuals, communities, and societies in the environments they share. Students take a holistic approach, recognising various factors that shape the behaviour and attitudes of individuals and groups in relation to healthy living and caring for themselves and the environment. Students gain an understanding of how Health incorporates the underpinning principles of respect for diversity, social justice and supportive environments. Students also consider the physical, emotional, social, cognitive and spiritual dimensions of well-being. Students develop skills in health literacy by considering how changing social structures, technologies, community values, and complex economic, political, environmental, and social issues, affect the health and well-being of individuals and communities.

Content
Students examine the interrelationship of lifestyle, physical activity, social behaviour, health care, and health care systems. They explore the challenges of maintaining and promoting healthy environments and healthy living in society. Students examine the impact of interactions between the individual, the family, the wider community, and the environment on the health of populations. Students recognise the important role of governments and other agencies in addressing health priorities as well as the need to allocate resources to build health and well-being at local, state, national, and global levels. Students learn to be proactive in promoting lifelong skills to improve health outcomes and quality of life for themselves and their community. The program also develops the important value of teamwork while developing the skills of collaboration and communication in both oral and written formats.

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

School Based Assessment (70%)

• Assessment Type 1: Group Investigation and Presentation 30%
• Assessment Type 2: Issues Analysis 20%
• Assessment Type 3: Practical Activity 20%

External Assessment (30%)

• Assessment Type 4: Investigation (one) 30%

Subject Description
Stage 2 Indonesian is designed for students who have studied the language for 400 to 500 hours by the time they have completed Stage 2, or who have an equivalent level of knowledge. Students interact with others to share information, ideas, opinions and experiences.

They create texts in Indonesian 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.

The following themes are studied:

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

Evidence of Learning

School-based Assessment

• Assessment Type 1: Folio 50%
• Assessment type 2: In-depth Study 20%

External examination:

• Oral examination
• Written examination
• Oral examination (10-15 minutes)

Career pathways
The study of languages is compatible with a wide variety of career areas such as, but not limited to, law, engineering, medicine, hospitality, STEM, finance, health, sport, tourism.

Subject Description
Stage 2 Italian is designed for students who have studied the language for 400 to 500 hours by the time they have completed Stage 2, or who have an equivalent level of knowledge. Students interact with others to share information, ideas, opinions and experiences.

They create texts in Italian 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.

Students studying Senior Italian will have an opportunity to take part in an Italian Immersion trip, offered every two years.

The following themes are studied:

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

Evidence of Learning

School-based Assessment

• Assessment Type 1: Folio 50%
• Assessment type 2: In-depth Study 20%

External examination:

• Oral examination
• Written examination
• Oral examination (10-15 minutes)

Career pathways
The study of languages is compatible with a wide variety of career areas such as, but not limited to, law, engineering, medicine, hospitality, STEM, finance, health, sport, tourism.

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or higher in Stage 1 Legal Studies.

Subject Description
In Law is intended to facilitate fairness, justice, and harmony within communities. Legal Studies enables an understanding of the operation of the Australian legal system, its principles, and processes, and prepares students to be informed and articulate in matters of the law and society. Central to Legal Studies is an exploration of the competing tensions that arise between rights and responsibilities, fairness, and efficiency, the empowered and the disempowered, and certainty and flexibility. Laws must constantly evolve to resolve these tensions, while also responding to changes in community values and circumstances.

Through Legal Studies, students examine how people, governments and institutions shape the law and how law controls, shapes, and regulates interactions between people, institutions, and government. Students develop an understanding of the ways in which they can influence democratic processes, the importance of critical and conceptual thinking, and the significance of checks and balances in providing lawful mechanisms to control the exercise of power.

Content

• Sources of law
• Dispute resolution
• The Constitution
• When rights collide

Evidence of Learning

School Assessment (70%)

• Assessment Type 1: Folio (40%)
• Assessment Type 2: Inquiry (30%).

External Assessment (30%)

• Assessment Type 3: Examination

Students provide evidence of their learning through six assessments including the external assessment component.

Students undertake:

•  Four folio tasks
•  One inquiry
•  One examination

To assist in the selection of Maths subjects, please view the Mathematics flow chart for further information.

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that any student wishing to undertake this course has achieved a C Grade at Stage 1 Modern History, Ancient Studies or other related Humanities subject.

Subject Description
The study of history gives students the opportunity to make sense of a complex and rapidly changing world by connecting past and present. Through the study of past events students gain knowledge and understanding of people, places, events and ideas in History. They learn to apply the skills of historical inquiry, including critical analysis and to reflect on the short and long term impact of individuals, events and phenomena. They will acquire the ability to evaluate why individuals and groups have acted in certain ways at particular times and to construct reasoned historical arguments based on their understanding of evidence gained from a variety of sources.

Through the examination of social relationships and political ideologies, students have the opportunity to explore the achievements and failures of past societies, particularly those of the 20th century and to understand the impact of these on the present day. They learn to understand the relationship between the rulers and the ruled and the control of governments over individuals. Students also have the opportunity to develop their own understanding of a chosen topic in History through individual research.

Content
Students study one topic from ‘Modern Nations’ and one topic from ‘The World since 1945’, selected from the following list of topics:

Modern Nations
Topic 1: Australia (1901-56)
Topic 2: United States of America (1914 – 45)
Topic 3: Germany (1918-48)
Topic 4: The Soviet Union and Russia (1945 – c.2004)
Topic 5: Indonesia (1942-2005)
Topic 6: China (1949-c.2012)

The World Since 1945
Topic 7: The Changing World Order (1945 -)
Topic 8: Australia’s Relationship with Asia and the South Pacific Region (1945-)
Topic 9: National Self-determination in South-East Asia (1945- )
Topic 10: The Struggle for Peace in the Middle East (1945 – )
Topic 11: Challenges to Peace and Security (1945- )
Topic 12: The United Nations and Establishment of a Global Perspective (1945 -)

Evidence of Learning
The following assessment types enable students to demonstrate their learning in Stage 2 Modern History:

School Assessment (70%)
Assessment Type 1: Historical Skills (50%)
Assessment Type 2: Historical Study (20%)

External Assessment (30%)
Assessment Type 3: Examination (30%)

Students provide evidence of their learning through seven assessments, including the external assessment component. Students undertake:

• Five historical skills assessments
• One historical study
• One examination

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this science-based course have achieved a C grade or higher in any of the Stage 1 Sciences (except Scientific Studies).

Subject Description
Nutrition immerses students in the fundamentals of human nutrition, physiology and health and promotes investigation of current and emerging trends. It is the study of dietary, lifestyle, and healthy eating patterns with specific focus on nutrients in food, how the body uses nutrients, and the relationship between diet, health and disease. Students use technologies, scientific evidence and research to critically analyse information and make informed decisions or recommendations. Students consider how population demographics and their food and nutrition needs will be impacted by food availability and product development. Using critical literacy and numeracy skills and a deep understanding of nutrients will enable students to analyse diets that in turn improve health outcomes for individuals, community groups and/or society.

Students develop an understanding of the need to evaluate marketing of food, food systems and food quality standards, food availability and cultural influences on food selection. Students explore the link between food systems, environmental impacts, climate change, and food sustainability. They suggest solutions to complex issues informed by current research and Australian consumer protection practices.

Content

• Principles of nutrition, physiology and health
• Health promotion and emerging trends
• Sustainable food systems

Evidence of Learning

School-based Assessment (70%)

• Assessment Type 1: Investigations Folio (30%)
• Assessment Type 2: Skills and Applications Tasks (40%)

External Assessment (30%)

• Assessment Type 3: Two-hour examination (30%)

Students provide evidence of their learning through six summative assessment tasks including the external examination. Students undertake:

• One design practical investigation
• One science as a human endeavour investigation
• Three skills and application tasks, one must be a case study
• One external examination

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a B grade or better in Stage 1 Physical Education. This subject leans heavily on data collection, data analysis and data visualisation (i.e. heart rate, GPS, video analysis)

Subject Description
Through Physical Education, students explore the participation in and performance of human physical activities. It 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. An integrated approach to learning in Physical Education promotes deep learning ‘in, through, and about’ physical activity.

Education ‘in’ physical activity involves students making meaning of personal movement experiences. Through these movement experiences, students engage in thoughtful participation where skills of internal reflection and articulation of learning progress are developed. These movement experiences involve students in the assessment process and this in turn enhances their metacognition.

Education ‘through’ physical activity involves students using movement to strengthen their personal, intellectual, and social skill development. Such skill development allows students to engage more purposefully in physical activity. Students use physical activity contexts as the vehicle for developing the capabilities and skills necessary to reflect on and critique their learning in order to enhance participation and performance outcomes.

Education ‘about’ physical activity involves students developing an understanding of biophysical, psychological, and sociocultural domains through participation in physical activity. The biophysical domain includes learning and applying exercise physiology and biomechanical concepts. The psychological domain develops an understanding of skill acquisition and learning theory concepts. The socio-cultural domain develops knowledge and understanding of, and skills to take responsible action related to, barriers, enablers, equity, and inclusivity in physical activity. These domains are developed through the exploration of movement concepts and strategies within physical activity contexts.

Physical activities can include sports, theme-based games, laboratories, and fitness and recreational activities. Classes can undertake a single-focus approach (e.g. single sport) or can undertake multiple sports, games, and/or activities.

Content
Physical Education may be undertaken as a 20-credit subject at Stage 2.

Stage 1 Physical Education has three focus areas:

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

Students explore movement concepts and strategies through these physical activities to promote participation and performance outcomes. These movement concepts and strategies include:

• Body awareness
• Movement quality
• Spatial awareness
• Relationships
• Executing movement
• Creating space
• Interactions
• Making decisions

Evidence of Learning
Students demonstrate evidence of their learning through the following Assessment Types:

School Based Assessment (70%)

• Assessment Type 1: Diagnostics (30%)
• Assessment Type 2: Improvement Analysis (40%)

External Assessment (30%)

• Assessment Type 3: Group Dynamics (30%)

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or higher in Stage 1 Physics or Chemistry, and Stage 1 Mathematical Methods.

Subject Description
The study of Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. By studying physics, students understand how new evidence can lead to the refinement of existing models and theories and to the development of different, more complex ideas, technologies, and innovations. Through further developing skills in gathering, analysing, and interpreting primary and secondary data to investigate a range of phenomena and technologies, students increase their understanding of physics concepts and the impact that physics has on many aspects of contemporary life. By exploring science as a human endeavour, students develop and apply their understanding of the complex ways in which science interacts with society, and investigate the dynamic nature of physics.

Content

• Motion and relativity
• Electricity and magnetism
• Light and atoms

Evidence of Learning
The following assessment types enable students to demonstrate their learning in Stage 2 Physics.

School-based Assessment (70%)

• Assessment Type 1: Investigations Folio (30%)
• Assessment Type 2: Skills and Applications Tasks (40%)

External Assessment (30%)

• Assessment Type 3: Two Hour Examination (30%)

Students provide evidence of their learning through eight summative assessment tasks including the external examination. Students undertake:

• Two practical investigations
• One science as a human endeavour investigation
• Four skills and applications tasks
• One external examination

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or higher in Stage 1 Psychology.

Subject Description
Psychology is based on evidence gathered as a result of planned investigations following the principles of scientific inquiry. By emphasising evidence-based procedures including observation, experimentation, and experience, this subject allows students to develop useful skills in analytical and critical thinking and in making inferences.

Psychology aims to describe and explain both the universality of human experience and individual and cultural diversity. It also addresses the ways in which behaviour can be changed. It offers a means for making society more cohesive and equitable; that is, psychology offers ways of intervening to advance the wellbeing of individuals, groups, and societies. However, every change also holds the possibility of harm. The ethics of research and intervention are therefore an integral part of psychology.

Content

• Psychology of the individual
• Psychological health and wellbeing
• Organisational psychology
• Social influence
• The psychology of learning

Evidence of Learning

School-based Assessment (70%)

• Assessment Type 1: Investigations Folio (30%)
• Assessment Type 2: Skills and Applications Tasks (40%)

External Assessment (30%)

• Assessment Type 3: Two hour examination (30%)

Students provide evidence of their learning through seven summative assessment tasks including the external examination. Students undertake:

• One psychological investigation
• One science as a human endeavour investigation
• Four skills and applications tasks
• One external examination

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or higher in any of the Stage 1 Sciences.

Subject Description
Through Scientific Studies, students develop their knowledge of scientific principles and concepts, the ability to use that knowledge to identify questions, issues, opportunities and challenges and the capacity to acquire new knowledge through their own investigations. In this way, students improve their scientific literacy to support future career pathways, including those that are not science-related, and develop the ability to live and work as informed and reflective citizens in a world shaped increasingly by science and technology.

Content
The major emphasis of the course is on the use and application of science in society. The issues explored relate to human anatomy and physiology, particularly in reference to health and disease. By providing an emphasis on the human body, the program seeks to help students develop an awareness and appreciation of how their bodies function and what they can do in order to maintain a healthy lifestyle throughout their lives.

A student-centred inquiry approach to investigating chosen topics is undertaken. This enables students to define the scope of their learning by gathering information, evaluating evidence, synthesising new knowledge and applying their learning to related ideas and issues.

Evidence of Learning

School-based Assessment (70%)

• Assessment Type 1: Inquiry Folio (40%)
• Assessment Type 2: Collaborative Inquiry (30%)

External Assessment (30%)

• Assessment Type 3: Individual Inquiry (30%)

Students provide evidence of their learning through seven assessments, including the external assessment component. Students undertake:

• One individual inquiry design proposal
• One science as a human endeavour investigation
• Three tasks with a focus on science inquiry
• One collaborative inquiry
• One externally assessed individual inquiry

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C grade or higher in Stage 1 Society & Culture.

Subject Description 
In Stage 2 Society & Culture, students explore and analyse the interactions of people, societies, cultures, and environments. Using an interdisciplinary approach, they analyse the structures and systems of contemporary societies and cultures.

Students learn about the ways in which societies constantly change and are affected by social, political, historical, environmental, economic, and cultural factors. They investigate the ways in which people function in groups and communicate within and across cultural groups. They develop the skills and experience to understand how individual and group involvement can influence change, and to consider the consequences of a range of possible social actions. Through their study of Society and Culture, students develop the ability to influence their own future by acquiring skills, values, and understanding that enable them to participate effectively in contemporary society.

Content

Topic 1: Culture

• Youth culture

Topic 2: Contemporary Challenges 

• Technological revolutions

Topic 3: Global Issues 

• A question of rights

Evidence of Learning:

The following assessment types enable students to demonstrate their learning in Stage 2 Society & Culture:

School Assessment (70%)

• Assessment Type 1: Folio (50%)
• Assessment Type 2: Interaction (20%)

External Assessment (30%)

• Assessment Type 3: Investigation (30%)

Students provide evidence of their learning through seven assessments, including the external assessment component.

Students undertake:

• At least three assessments for the folio
• At least two assessments for the interaction
• One investigation

Duration of Course – Full year (20 credits)

Recommendations
Sport Studies would be recommended for those students who are interested in the practical aspects of sport, sport coaching and learning through sport, compared to Stage 2 Physical Education which is places a large focus on performance and data analysis through performance improvement tasks. 

Subject Description
Students develop knowledge, concepts and skills throughout a range of practical experiences and reflect on their participation and the development of identified capabilities throughout the chosen sports and activities. Students work collaboratively to plan, implement and evaluate a sporting activity in a chosen context. Students share ideas and informed opinions and extend their social communication skills though contribution to groups, family, and/or community in a sport & physical activity context. This course focuses on developing the Personal and Social, Critical and Creative thinking and Literacy capabilities through personal research, reflection and a group activity. Practical content includes two or three SACE Board approved modules. Students will be assessed under the Integrated Learning banner.

Content
In Sport Studies, our learning content is designed to foster a deep understanding of various sports and outdoor activities while empowering students to reflect on their own learning journey. Through this dynamic approach, students are encouraged to keep a portfolio where they can document their progress, insights, and personal reflections throughout the course. By engaging in a range of sports and outdoor activities, students are exposed to diverse physical challenges, strategic decision-making, teamwork, and personal growth opportunities. As they participate in activities such as team and individual sports, and outdoor adventures, students are encouraged to critically analyse their performance, identify areas for improvement, and set goals for their ongoing development. This reflective portfolio not only serves as a record of their achievements but also as a platform for self-assessment and self-awareness, allowing students to gain a deeper appreciation of their own learning journey and the skills they acquire through the diverse experiences offered in Sport Studies.

Evidence of Learning

• Assessment Type 1: Practical Inquiry (40%)
• Assessment Type 2: Connections (30%)
• Assessment Type 3: Personal Endeavour (30%)

Design, Technology and Engineering
Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

Duration of Course – Full year (20 credits)

Subject Description
In Design, Technology, and Engineering students use design and realisation process to engineer solutions for the development of products or systems. Design, Technology, and Engineering has four contexts: digital communication solutions, industry and entrepreneurial solutions, material solutions, and robotic and electronic systems.

The subject provides a flexible framework that encourages students to be creative, innovative, and enterprising in their chosen context. They apply critical thinking and problem-solving skills, and incorporate technologies to address design problems and challenges. This subject incorporates the transfer of interdisciplinary skills and knowledge and promotes individualised and inquiry-based learning. Design, Technology, and Engineering provides opportunities for students to apply engineering processes and use new and evolving technologies.

Students use an iterative design process to explore possible solutions to a problem or opportunity. They investigate and analyse the purpose, design features, materials, and production techniques used in diverse situations including industry, community, and tertiary organisations. This information is used to create a design brief that provides the basis for the development of potential solutions. The importance of the design process as a preliminary to the realisation process is emphasised, as is ongoing evaluation of the solution and vice versa. 

In this subject, a ‘solution’ is an outcome of the design and realisation process in relation to the chosen context. A solution could be fully realised or a model, prototype, system, part, process (i.e. procedures to output a product), or product.

Students analyse influences on a solution including ethical, legal, economic, and/or sustainability issues. They consider the practical implications of these issues on society or on design solutions. Students apply appropriate skills, processes, procedures and techniques whilst implementing safe work practices when creating the solution

Evidence of Learning
The following assessment types enable students to demonstrate their learning

School assessment (70%)
Assessment Type 1: Specialised Skills Task (20%)
Assessment Type 2: Design Process and Solution (50%)

External assessment (30%)
Assessment Type 3: Resource Study (30%)

Other Information
Students can undertake two subjects from Design, Technology and Engineering, and both will be counted towards their SACE and ATAR. 

Duration of Course – Full Year

Subject Description
The Thrive program facilitates the development of personal growth and positive wellbeing by exploring key themes relevant to adolescence. The program is based on theories of empowerment, strength-based and mutual aid enabling students to develop resilience, positive relationships, and life skills. Students will have the opportunity to critically think and apply personal and social skills. This will enable students to maintain respectful and trusting relationships that will promote safety and inclusivity. Students will be given the opportunity to engage with more complex issues that they are likely to encounter throughout their lives, and to navigate a world of competing values, rights, interests, and norms. The Thrive program is a vital part of supporting students to flourish and thrive. 

Content

• Pastoral care/student wellbeing/mentoring
• The mandatory Keeping Safe: Child Protection Curriculum
• Explicit teaching of key concepts related to positive relationships and life skills
• Careers/pathways discussions
• Camp/activity preparation
• Year level gatherings/guest presentations

Duration of Course – Full year (20 credits)

Recommendations
It is recommended that students wishing to undertake this course have achieved a C Grade in Stage 1 Workplace Practices.

Subject Description
In Workplace Practices students develop knowledge, skills and understanding of the nature, type, and structure of the workplace. They learn about the relationships between work-related issues and practices, the changing nature of work, industrial relations influences and workplace issues that may be local, national, or global or industry specific. Students can undertake learning in the workplace and reflect on and evaluate their experiences in relation to their capabilities, interests, and aspirations. This subject complements an undertaking of VET within a student’s pattern of learning.

Content
For the purpose of this subject, ‘work’ is considered in its broadest sense and is defined as all fields of paid and unpaid activity. ‘Workplace’ or ‘work-related context’ is defined as any environment in which an individual operates to produce a service and/or product. Students undertake:

• Industry and work knowledge
• Vocational learning and/or VET

Evidence of Learning

School-based Assessment (70%)

• Assessment Type 1: Folio (25%)
• Assessment Type 2: Performance (25%)
• Assessment Type 3: Reflection (20%)

External Assessment (30%)

• Assessment Type 4: Investigation (30%)

Students provide evidence of their learning through nine assessments, including the external assessment component. Students undertake:

• Three assessments for the Folio
• One assessment for the Performance in vocational learning and/or VET (50 – 60 hours)
• Two assessments for the Reflection
• One Investigation