St Dominic Curriculum Handbook by mj education

St Dominic’s Priory College

Curriculum Handbook

 YEAR 8–12

2011

Preface St Dominic, our school’s patron valued study in his youth and throughout his life. It is our hope that the curriculum at St Dominic’s will lead our students to a similar enthusiasm for learning. Family, School and the Church are the partners in this educational enterprise as we seek to provide our students with relevant educational experiences that will prepare them for life in a rapidly changing world and encourage them to be active thoughtful citizens. St Dominic’s has an outstanding reputation as a learning organisation; it has a strong and continuing tradition of academic and pastoral excellence. At St Dominic’s we are committed to guiding our students to learning which interests them, challenges their thinking and rewards their achievements. This Handbook is designed for all students in the Secondary School. The subjects for all year levels are described under the nine Learning Areas, as outlined in the South Australian Curriculum, Standards and Accountability (SACSA) document. Information is also included on our Vocational Education and Training (VET) subjects that may be used to contribute to both TAFE Certificate accreditation and SACE requirements. The Handbook is designed to allow students and parents to plan their alternative academic pathways as they proceed through the secondary years of schooling at St Dominic’s Priory College. The Curriculum Handbook is intended to supplement the process of curriculum counselling which takes place through the pastoral care program, and a dedicated counselling day for students and parents in Year 10 and 11. The process of subject counselling is supported through the school’s career counselling service and work experience program.

St Dominic’s Priory College offers a wide and balanced range of subjects both in the Middle and Senior years of the Secondary School. The aim in the Middle years is to provide exposure to a comprehensive educational experience. At the Senior level the scope and variety of subjects cater for individual differences and diverse vocational goals. St Dominic’s recognises the need for certain students to have a modified academic program and supports them through the development of individualised programs. In addition to subject specific information, you will find in this Handbook reference to the many clubs and activities which make up the school’s co-curricular program. A broad range of activities draw students from across year levels and give them the opportunity to develop their unique gifts and socialise in groups. Sr Jillian Havey OP Principal

Contents Vision Statement................................................................................................................................................................................... 3 Dominican Heritage............................................................................................................................................................................... 4 Pastoral Care........................................................................................................................................................................................ 5 Liturgy in the Life of the School............................................................................................................................................................. 6 Assessment and Reporting................................................................................................................................................................... 7 Homework Policy................................................................................................................................................................................... 8 Conway Library..................................................................................................................................................................................... 9 Information Literacy............................................................................................................................................................................. 10 Scholarships, Awards and Honours..................................................................................................................................................... 13 The Middle School Years 8 and 9........................................................................................................................................................ 14 The School Program: Year 10............................................................................................................................................................. 15 The Senior Years 11 and 12................................................................................................................................................................ 16 SACE Stage 1..................................................................................................................................................................................... 18 SACE Stage 2..................................................................................................................................................................................... 19 An Overview........................................................................................................................................................................................ 20 The Arts............................................................................................................................................................................................... 22 Community Studies............................................................................................................................................................................. 35 English................................................................................................................................................................................................. 37 Health and Physical Education............................................................................................................................................................ 47 Languages other than English............................................................................................................................................................. 51 Mathematics........................................................................................................................................................................................ 62 Personal Learning Plan....................................................................................................................................................................... 69 Religious Education............................................................................................................................................................................. 70 Science................................................................................................................................................................................................ 74 Society and Environment.................................................................................................................................................................... 80 Technology.......................................................................................................................................................................................... 98 Vocational Education & Training (VET)............................................................................................................................................. 102 Recognition of Community-Based Learning...................................................................................................................................... 110 Students With Special Learning Needs............................................................................................................................................. 112 Education Beyond the Classroom..................................................................................................................................................... 113 Co-Curricular Activities...................................................................................................................................................................... 114 Sport.................................................................................................................................................................................................. 117 Index of Curriculum Offerings for 2011.............................................................................................................................................. 118

St Dominic’s Priory College Curriculum Handbook 2011

Vision Statement Our school community shares a commitment to the following values and goals: • The Gospel of Jesus. The development of the person finds its fulfilment in Jesus Christ and the values of the Gospel. • The primary role of parents as educators. • The integration of the beliefs and traditions of the Catholic Faith into daily life. • The value of each person in the community and the importance of promoting each person’s self-esteem in a secure and loving environment. • The education of girls in an environment fully supportive of their learning needs and aspirations. • The value of inner discipline in the development of character and in the achievement of individual excellence. • The provision of a balanced education where spiritual, physical, intellectual and emotional growth are seen as complementary. • The value of joy and enthusiasm in the school’s daily life. • The importance of student outreach in service to the wider community. • A pride and engagement in the school’s Dominican traditions and approach to education. • A recognition and appreciation of the school’s cultural diversity. • The importance of friendship between students, between staff and students, and between staff and parents.

St Dominic’s Vision Statement is symbolically represented above: • The family community is at the centre of school life, and is encompassed by a circle and triangle, both symbols of God who gives life to all we are and do. • The star, crest and crown are parts of our school emblem, as depicted on our school blazer pocket. In each corner of the star is a different aspect of school life:

Hands linked together in mutual support Eucharist as central to our Catholic community SRC for student participation in leadership The scroll for excellence in learning The leaves/branches represent growth And the black and white are the Dominican colours

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St Dominic’s Priory College Curriculum Handbook 2011

Dominican Heritage St Dominic’s Priory College was established by a group of Dominican Sisters who came to North Adelaide from Stone, Staffordshire in 1883. Since then the school has been functioning continuously, serving children coming from all parts of Adelaide from Reception to Year 12. The school’s spiritual heritage goes back to the founder of the Dominican Order, Dominic De Guzman born in Caluerega, Spain in 1170. Through the 700 years of its history Dominican Priests, Sisters, Brothers and lay Tertiaries have been called to witness the good news in the way that Dominic did, by preaching and teaching to people of all ages in all countries. “Veritas” – “Truth” is the Dominican motto. It is our school motto also. Our school staff works together with the parents to develop a truly Christian Community in which our children and young people are encouraged to appreciate, develop and use their own gifts, and to enter more fully into their Catholic heritage through communal Liturgy, and the learning and discussion that takes place in the daily curriculum. The size of the school (580 pupils approximately) gives community building an added chance to succeed and helps promote the family atmosphere which is one of the major characteristics of the school.

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St Dominic’s Priory College Curriculum Handbook 2011

Pastoral Care St Dominic’s Priory College provides a comprehensive education where spiritual, physical, intellectual and emotional growth complement each another. Our pastoral care program is based upon those Catholic principles which assert the uniqueness of each person and the importance of promoting each person’s self esteem in a secure and loving environment. Student wellbeing is nurtured by pastoral care programs across all year levels where both teachers and student leaders are involved in the care of every student and in which students’ need for acceptance, resilience, belonging and self realization are recognized. Although Pastoral Care teachers see students on a daily basis in Morning Class Period, lessons are also allocated each week to conduct the program outlined below for each year level. Relationships between parents, teachers and students are seen as most important and are fostered through involvement in Parent-Teacher evenings, school community activities such as the annual Fete, Gala Day, school camps and involvement in the co-curricular program. In addition to the year level programs outlined below, students are encouraged to establish supportive relationships within their house groups whereby older students provide mentoring and assistance to younger students in the school.

Year 8 Pastoral Care The program provides opportunities to develop students’ self-esteem, decision-making abilities, communication skills, self-understanding and genuine respect for others through discussion, role-play and a variety of other activities. Bullying and harassment issues are explored giving students the opportunity to develop the necessary skills and knowledge to deal with them and find resolutions should they experience such problems. Students complete a unit on study skills to assist in the transition from Year 7 to Year 8.

Year 9 Pastoral Care The program provides students with the opportunities to enhance their study skills and time management, to develop their self-esteem and to look beyond themselves to the wider world. Sessions on values, responsibilities and personal and internet safety are also arranged. Students are given the opportunity to obtain a Tax File Number through a presentation by the Australian Tax Office. In the final section of the program, students are prepared for subject choices. Individual counselling ensures the best possible choices are made for Year 10.

Year 10 Pastoral Care Students, through Pastoral Care and the Personal Learning Plan, will be assisted in making informed decisions about their personal development, education, training and future pathways. The Pastoral Care program will also explore the notions of selfesteem, the causes and effects of bullying and harassment and how to deal with them, and the meaning of resilience and how it relates to them. Towards the end of the semester, preparation for the examinations takes the form of sessions on time management skills and effective study habits. Thorough counselling is provided regarding subject choices for Year 11, with special emphasis on how this will affect Year 12 subject selection and post-school options.

Year 11 Pastoral Care Students develop decision-making skills with particular focus upon drug and alcohol use and driver education. Counselling is given in choosing subjects for Year 12 which will satisfy students’ needs for establishing academic pathways and career possibilities.

Year 12 Pastoral Care Students are assisted in their ability to cope with the unique demands of Year 12 and to develop the organisation and resilience required to be successful. Particular focus is given to: • Striking a balance between the competing demands for students’ attention. • Successful test and exam preparation strategies. • Intensive workshops and counselling on post school study/ work options in preparation for making applications for tertiary study. • Safe, positive use of communication technologies including Internet sites such as Facebook and MySpace. As part of the Year 12 Pastoral Care programme, the services of a qualified educational psychologist, Kirrilie Smout are engaged. A presentation is made by Kirrilie to parents at the Information Evening held in Term One. Additionally, three seminars are conducted with the students covering a broad range of issues that may affect their well being and progress through a demanding year. By way of extension, students are able to email our psychologist as the year progresses should they wish to receive individual assistance, guidance or advice.

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St Dominic’s Priory College Curriculum Handbook 2011

Liturgy in the Life of the School Objectives • to provide a place in the life of the school for celebrating the significant events of both the Christian church and the school itself. As a specifically Catholic school, it is fitting that we provide a venue for celebrating the seasons of the church such as Lent or Easter, and as a specifically Dominican school we can emphasise events which are especially important to us, for example St Dominic’s Day. • to educate the girls of the school in the planning and conduct of liturgy by enabling and encouraging them to participate as fully as possible in liturgical celebrations: in reading the scriptures, writing and reading the intercessory prayers, preparing and delivering reflections, acting as Eucharistic ministers, participating in liturgical movement, and in singing and processions. It would be hoped that by the time girls leave St Dominic’s that they would be able to plan or at least assist in planning liturgical celebrations.

Major Liturgical Events

Further Liturgical Events

These liturgies involve the whole of the secondary school and, on some occasions, some or all of the primary classes as well.

Every Friday morning, mass is held in the chapel at 8.15am. On each occasion a different class, together with their religion teacher, is responsible for the preparation and conduct of that liturgy. Girls are expected to take part in these events with their class.

Term 1 • Family Mass Sponsored by Parents and Friends • Investiture Mass • Easter/End of Term Mass Term 2 • Liturgy of Reconciliation (followed by opportunity for First Rite of Reconciliation) • Mass for the Poor (St Vincent de Paul) Term 3 • St Dominic’s Day Mass Term 4 • End of Year Mass

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In preparation for liturgies, each year group participates in liturgical singing class on two occasions every three weeks.

St Dominic’s Priory College Curriculum Handbook 2011

Assessment and Reporting St Dominic’s Priory College is committed to the development of the individual in an atmosphere which encourages spiritual, physical, intellectual and emotional growth. To do this it is necessary to provide feedback to both students and parents, as to the progress of both the academic and social development of the student. Therefore, we see that the prime purpose of assessment is to identify areas of strength and weakness, thereby enabling the student to be helped to realise her full potential.

Reporting Reporting to students and parents will clearly communicate the achievements and progress of students and will provide recommendations which will assist their future learning and development. It will also foster cooperation and encourage communication between parents, teachers and students. While commonly seen as a formal process, it may also be a more informal one. Reporting will use a variety of procedures including oral reports (formal and informal), written reports, interviews with both parents and students and general information sessions. School reports and student assessments are a private communication between a student, teacher and parent. Parents may ask the school to provide written information that shows their child’s achievements in a subject in comparison to other students at the school studying that subject. The information will show the number of students in each of the five grade levels. Other groups or individuals who require statements about a student’s learning experiences will be provided with a school reference at the student’s request.

Promotion Every individual is encouraged to reach her full potential and consequently promotion within the school is based on academic and social considerations for each individual student. The following factors are taken into consideration before a recommendation is made: grades, age, overall trends in performances throughout the year, if she has repeated before, social factors eg friendships, absences due to medical problems or other reasons, availability of appropriate course, attitude of the student, wishes of parent and student, and other available supporting factors. The above criteria will be considered by a panel of teachers and recommendations will be made. Parents will be involved in the decision making and the school believes that consultation and negotiation are imperative in this whole process.

Recording St Dominic’s aims to maintain an individual achievement profile for each student. This is a service to the student in recording her educational progress. On graduation, a Student Achievement Record is supplied. It includes a character reference and a record of all co-curricular activities in which the student has been involved whilst at St Dominic’s Priory College. In Years 8-10 academic progress is recorded using a combination of letter grades, percentages, descriptive comments and skill attainment levels. In Year 11 (SACE Stage 1) two sets of records are kept. One meets the SACE requirements indicating the grade achieved on SACE assessment tasks. The other records the student’s standard of performance and forms part of their school record.

Examinations In Years 8 and 9, subject teachers often schedule major tests at the end of semesters or units of work. Formal examinations commence at Year 10 and continue in Years 11 and 12. At each year level the timing, length, purpose and outcomes of these exams are different but they all aim to give students the opportunity to develop the inner discipline needed to achieve individual excellence. In Year 10, examinations are conducted at the end of each semester and are included as part of the final assessment for each student. The maximum length of each exam is two hours. At Year 11 (SACE Stage 1) level students are required to sit for examinations in most subjects at the end of each semester. This exam may be considered a task for SACE assessment purposes and will be included in school assessment for promotional purposes. At Year 12 level, most subjects offer at least one trial examination before attempting the final paper at the end of the year. In all Restricted subjects, exams are included as part of the internal school assessment.

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St Dominic’s Priory College Curriculum Handbook 2011

SACE Stage 1 and Stage 2 Assessment Deadline Policy

5 Other authorised absences eg commitment to representative teams/exchange visits etc.

Deadlines for each Assignment 1 A due date will be set or negotiated.

How do I apply for an extension If you believe that you fit the criteria as set out above, then you need to negotiate with your subject teacher well in advance of the approaching deadline – not less than two days before (except in the case of unexpected illness or family/personal trauma). You then need to complete an Extension Form and give it to your subject teacher to sign.

2 An extension may be granted if there are acceptable grounds, and if the extension is not requested later than two days before the due date, and if the other students in the group are not disadvantaged by the extra time extended to the student requesting the extension. 3 Failure to submit on the due date results in a zero or ‘not completed’ for that assignment. A letter will also be sent home to parents to inform them. 4 If the assignment is summative, the zero will be counted and the student will be unable to redeem the mark for summative assessment. Student Responsibility 1 If absent, the student must enquire if assignments have been set and the deadlines for completion. 2 If exceptional grounds apply at the last moment, an explanatory note from the parent is required for an extension to be given. Criteria for determining what is a bona fide reason for extension 1 Illness 2 Family/personal trauma 3 School work overload (ie too many subjects asking for summative tasks at the one time)

Plagiarism Work that is not a student’s own cannot be accepted and penalties will be imposed. When there is any doubt the onus is on the student to prove authenticity. Absence from Tests If a student misses a summative test due to medical reasons, a medical certificate or other acceptable documentation is needed. Where there are other compassionate reasons for the absence an explanatory note from a parent must be presented. Usually a missed test will be completed on the day the student returns to school or at a time determined by the subject teacher, school and SACE Board. Absence from Exams The year level coordinator or class teacher should be contacted as soon as it is known that a student is too ill to sit an exam. A medical certificate is required in these circumstances. Where possible for school based exams, an opportunity will be given for the student to do the exam at a negotiated time. It is not possible to sit a SACE Board exam at another time.

4 Inability to access resources with evidence of a genuine attempt having been made

Homework Policy

Homework is given each night to help students to take personal responsibility for their own learning and: • To build on work begun during the school day • To promote good study habits

As a guideline the following appropriate times are suggested: Year 8 1½ – 2 hours Year 9 2 – 2½ hours Year 10 2½ – 3 hours Year 11 3 – 3½ hours Year 12 3½ – 4 hours A College Planner in which homework is noted must be kept by each secondary student. This Planner must be signed by parents. If for some reason a student cannot complete her homework a note should be entered in the Planner by a parent to the teacher concerned.

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St Dominic’s Priory College Curriculum Handbook 2011

Conway Library History Opened and blessed by Bishop Kennedy on February 18th 1976, the Conway Library is named in honour of Mother Mary Vincent Conway, a great woman and a great religious. Mother Vincent was received by the Dominican Sisters at North Adelaide in 1930 on the Feast of the Sacred Heart. She was a Superior for many years and was full of gentleness and compassion, patience and kindness. “She was always ready to help those who mourned, she hungered for justice, for that balance in life, that serenity, that tranquillity of life. She was an inspiration to all and her testament is still an inspiration to us today.” (Eulogy) A section of the library, the Campbell Study Corner was named in honour of Sr Rosemary Campbell, Library Co-ordinator from 1973 to 1988. Sr Rosemary is an active member of the present Community. Upgraded in 2006, the spacious Library integrates the use of print and electronic resources by individuals, groups, classes and staff.

Today The Conway Library supports the learning needs of Reception– Year 12 students of St Dominic’s Priory College by

• Focussing on the acquisition of Information Literacy skills: that is developing in students the ability to locate relevant information efficiently, to assess information critically and to use information effectively.

This is accomplished through the planning and teaching of curriculum based research units with subject teachers.

• Promoting the appreciation of reading and literature.

Displays, extended reading lists, book talks and literature units of study all contribute to the achievement of this goal.

• Supporting the Senior Study program.

Under the following headings information is provided on the operation of the library, research skills including accessing and evaluating Internet resources, reading suggestions and links to useful sites: About the Library, Information Literacy, Research Topics, Searching the Web, Going Places, and A Good Read.

• Providing access to the Conway Library section of DomNet from home through St Dominic’s website. • Providing a welcoming environment for students.

A focal point of the school, the Conway Library is an attractive environment in which displays of student work are showcased and events significant to the College and the wider community are reflected.

The library provides a peaceful environment conducive to the development of good study habits. The staff also offer individual support and assistance to students.

• Developing and maintaining a collection of resources in a variety of formats to enrich and support the curriculum.

Print, audio visual and electronic resources are available to students. The proficient use of all types of resources is encouraged, with instruction given in the operation of related equipment.

• Establishing a presence on DomNet, the College’s intranet. Page 9

St Dominic’s Priory College Curriculum Handbook 2011

Information Literacy Empowering students for life-long learning continues to be an important focus of our curriculum at St Dominic’s Priory College. We nurture in our students a value of learning, encouraging them to be discerning in their pursuit of knowledge. Our focus on information literacy prepares students for the new demands of the information society of the third millennium.

Information literacy is a construct. It is a dynamic concept which continues to evolve as new technologies become part of student learning. The following diagram indicates the contributory elements of information literacy.

Information Skills • Using the six steps of the information process • Using texts selectively and critically • Developing problem-solving and higher order thinking skills Library Skills • Understanding library classification & cataloguing systems • Retrieving information using library search tools

Study Skills • Becoming self-directed learners • Developing organisational strategies

Literacy Skills • Reading, speaking, listening, viewing and writing • Communicating in a variety of discourses & media, including digital tests

Information Literacy

Visual Skills • Interpreting visual images and icons • Using graphics, text and images to convey meaning

• •

Retrieving information from electronic sources Using electronic sources selectively and critically

Technical Skills • Developing skills in the operation of equipment • Using technology to enhance learning and communication

Graphical representation adapted from Information Literacy document, Adelaide CEO, 2001

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Information & Communication Technology Skills

St Dominic’s Priory College Curriculum Handbook 2011

Learning is not linear. Students need to revisit, reformulate and reflect on their learning by following the six steps of the Information Process: Defining Determining the nature and purpose of the task Locating Seeking information sources and retrieving information Selecting Selectively and critically examining the information Organising Recording, synthesising and reconstructing the information to suit the task Presenting Creating and presenting the information; generating new perspectives and knowledge Evaluating Assessing the process and making judgements about their learning Information literacy is an integral part of curriculum planning. Students become lifelong learners when exposed to sequentially developed programs of knowledge and skills for learning. At St Dominic’s we have developed a comprehensive, cohesive and sequential school-based information literacy program for Years 8-10 by modifying and adapting the ILPO (Information Literacy Planning Overview) continuum. (Capra, S and Ryan, J, 1999) This skills continuum is used when planning units of work, so that information literacy skills can be integrated sequentially into learning activities and assessment tasks. All skills are covered for each year level and the teaching of these is shared across faculties. The library plays a pivotal role through leadership, cooperative planning and teaching and provision of resources. In Years 11 and 12, students practise, refine, apply and develop the information literary skills taught in preceding years as they develop their abilities to locate, critically analyse, synthesise and use information. Information literacy skills are directly taught at the levels indicated below, and reinforced at subsequent levels.

Year 8 Defining • develops techniques to interpret and clarify tasks • selects an appropriate topic • draws on prior knowledge to brainstorm and cluster ideas • identifies and interprets key words in a task • selects an appropriate planning tool, eg flow chart, mind map, noting sheets • uses the planning tool to develop focus questions • uses the planning tool to predict likely sources of information • modifies focus questions as required Locating • identifies and locates text and non-text resources • evaluates appropriateness of resources • recognises where currency of information is necessary • identifies and locates information from both primary and secondary sources • recognises differences in purpose of magazines, newspapers, pamphlets • uses a range of equipment to access information, eg telephone, fax, computer, camera, VCR Selecting/Analysing • selects information by skimming and scanning • records information using appropriate note making strategies and electronic sources • records bibliographic sources • downloads text files from Internet sites • analyses information deficiencies and locates additional information • understands there may be various interpretations of data Organising/Synthesising • synthesises information selected from a variety of sources • combines selected information which connects similar ideas • categorises information using headings and subheadings • synthesises information to predict possible outcomes • organises ideas and information logically • creates graphic organisers, eg flow charts, time lines • makes generalisations and draws conclusions • develops the use of word processing skills; spell and grammar check, bullets and numbering, borders and shading • develops window management skills including file management, desktop functions

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St Dominic’s Priory College Curriculum Handbook 2011

Creating/Presenting • understands the concept of audience • presents a solution to a problem which is logical, makes generalisations and draws conclusions • presents information in various formats: oral, written, pictorial, dramatic • uses technology to prepare and/or present presentations, eg scanner, digital camera, video camera • consolidates desktop publishing skills, eg graphics, borders, word art, clipart • uses email with attachment to transfer and share information • examines web page construction • presents sources in bibliographic format Evaluating Through analysis of outcomes-based criteria the student: • identifies skills that require practice and refinement • • • •

responds to assessment by teachers accepts feedback from peers and teachers analyses audience response to presentation uses a variety of evaluation strategies to assess and review learning strengths and weaknesses, eg learning logs, reflective journals • contributes appropriately to peer assessment • acknowledges personal and group achievements

Year 9 Defining • devises a time-management strategy to meet given deadlines • formulates an hypothesis Locating • identifies and locates text and non-text resources recognising the need to locate a variety of resources, representing a range of views Selecting/Analysing • recordings, interviews • understands and complies with copyright requirements • downloads text and graphic files from Internet sites • evaluates the reliability of information using a variety of sources

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Organising/Synthesising • draws inferences from evidence • further develops window management skills, eg folder management Creating/Presenting • generates charts, tables and graphics electronically • constructs multimedia presentations • presents information using a web authoring tool Evaluating • Skills as for Year 8, performed at a higher level.

Year 10 Defining • makes predictions about likely sources of information and records on a search strategy sheet • uses reference sources (eg dictionary) to clarify the meaning of a research task • negotiates and justifies alternative tasks as appropriate Locating Identifies and locates text and non-text resources, including: • becoming familiar with a variety of appropriate search engines • negotiates and justifies alternative tasks as appropriate Selecting/Analysing • decompresses files from Internet sites • analyses statistical data • devises note-taking templates (graphic organisers) Organising/Synthesising • uses spreadsheets and databases to organise information • creates computer generated graphic organisers, eg flow charts, timelines Creating/Presenting • uses the Harvard referencing system • creates spreadsheets and databases • designs a series of web pages Evaluating Skills as for Year 8, performed at a higher level

St Dominic’s Priory College Curriculum Handbook 2011

Scholarships, Awards and Honours A range of awards are given for outstanding achievement in many school activities. These are awarded throughout the year to acknowledge a range of student achievements. In particular the following awards are: • • • • •

Dux of Class Years 8-11 Dux of Year 12 Dux of Subject in Year 12 Art Encouragement Awards Various Sports Awards: Sports awards are given for team and individual achievement. • Competition Awards for various subjects

Tracey Pope Memorial Award A memorial trophy awarded to a student who has experienced personal hardship during their Year 11, yet despite this was able to perform successfully. These attributes reflect the personal qualities of Tracey Pope who battled cancer during her Year 11 (1993).

Caltex Award (All Rounder)

Valedictory Certificates

This is an annual award made to a Year 12 student. It recognises service to the community, outstanding participation in wider school life in addition to high academic achievement.

All Year 12 School Leavers receive a Certificate.

School Spirit Award This award recognises the contribution of a Year 12 student to St Dominic’s. The recipient reflects the values of the school in her actions including Christian leadership, building community and service to others.

The Arianne Hafyn Memorial Award for Hockey This award is given to a student who has a passion for the game of hockey and who has contributed to the team spirit of this sport at St Dominic’s. The award is in memory of Arianne who died while on exchange to St John’s in Harare, Zimbawe in 1997.

Ed Gallio Senior School Scholarship This is a part scholarship offered to an existing student for Years 11 and 12. It is open to any student in Year 10 and a range of criteria are used to select the successful student, in particular a Christian attitude of care for others and of involvement in the community.

Bursary for a Year 8 Indigenous Student From 2005, a bursary has been instituted by the Dominican Sisters of North Adelaide and the College Board to fund the secondary education of the recipient.

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St Dominic’s Priory College Curriculum Handbook 2011

The School Program: The Middle School Years 8 and 9 The Foundation Years 8 & 9

In Years 8 and 9 St Dominic’s follow a Middle School Philosophy where the student’s home group teacher is a key focus person. This person takes responsibility for the Pastoral Care of students in their small care group and will most likely teach this group for at least two subjects. This will ensure that they get to know their students well, and ease the transition to a secondary setting.

Learning Policy St Dominic’s is a College where we seek: • To welcome our incoming students and support them in their transition from a Primary School to a secondary learning environment. A pastoral Orientation Program and Orientation Camp purposely work towards assisting this transition. • To widen and enrich students’ learning experiences and imaginative development.

• To offer the opportunity to become independent learners by using ‘resource-based learning’ approaches. • To help develop the personal and social skills to enhance this learning. • To provide a wide variety of resources and methodologies which take into account the individuality of the students and the different ways in which they learn. Through this approach, from early childhood to emerging adulthood, students can gain the independence which is essential for successful life long learning.

Courses in Year 8 & 9 Students in Year 8 and 9 all study a common set of subjects under nine essential learning areas, and begin the process of discovering their strengths and interests in school work at the secondary level.

Curriculum Areas Year 8

Curriculum Areas Year 9

The Arts Art Drama Music

The Arts Choices available Art Drama Music

English

Health and Physical Education

LOTE Italian French

LOTE Choice of one or two languages Italian French

Mathematics

Religious Education

Science

Studies in Society and Environment History and Geography 1 Semester each

Studies in Society and Environment History and Geography one semester each Contemporary Society Choice subject

Technology Units towards Certificate I in Information and Communication Technology Introduction to Robotics Adaptive Education is offered to students as a negotiated program to replace the study of the second LOTE subject.

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Technology Units towards Certificate I in Information and Communication Technology Robotics – Part 2 Adaptive Education is offered to students as a negotiated program.

St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

The School Program: Year 10 Year 10 is the experiential year providing a greater level of choice to suit individual preferences. Students are provided with the opportunity to be accredited with units towards their South Australian Certificate of Education (SACE). This opportunity exists in some academic subjects or by a student electing to study VET certificate courses. All students complete a Personal Learning Plan (PLP) which gives them 10 credits towards their SACE. In this way Year 10 is a transition year from the middle years to senior school. At Year 10, students take a common core of subjects and make choices from a range of options. Optional subjects are semesterised. The semesterisation in Year 10 allows students to explore their interests and abilities in a range of different subjects.

Curriculum Areas Year 10 The Core subjects are: English Information Communication Technology Maths Applications or Mathematics Personal Learning Plan Recreational Physical Education Religious Education Science Sport A choice of six semester length units: Art Commerce Drama French Geography Health and Physical Education History Italian Music Word Processing

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St Dominic’s Priory College Curriculum Handbook 2011

The Senior Years 11 and 12 General Information: SACE The South Australian Certificate of Education (SACE) is a qualification awarded to students who successfully complete their senior secondary education (Years 11 and 12). The SACE has been updated and strengthened to ensure it meets the needs of students, families, higher and further education providers, employers and the community. The new SACE helps students develop the skills and knowledge needed to succeed – whether they are headed for further education and training, university, an apprenticeship or straight into the workforce. The certificate is based on two stages of achievement: Stage 1 (normally undertaken in Year 11) and Stage 2 (Year 12). Students are able to study a wide range of subjects and courses as part of the SACE. Features of SACE As part of the SACE students: • receive credits for many different forms of education and training (such as academic subjects, learning a trade, TAFE, vocational training and community service) provided they are recognised by the SACE Board • are able to return to their studies at any time in the future to complete the SACE without losing credit for work already undertaken • receive A-E grades in every Stage 1 and Stage 2 SACE subject • are expected to gain and demonstrate essential skills and knowledge for their future, focusing on communication, citizenship, personal development, work and learning • have 30 per cent of their work in every Stage 2 subject externally assessed. This will be done in various ways, including exams, practical performances and presentations • have outside moderators check the school-assessed parts of Stage 2 subjects to ensure consistent grading across the State.

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The requirements to achieve the SACE To gain the new certificate students must earn 200 credits. Ten credits are equivalent to one semester or six months’ study in a particular subject or course. Some elements of the SACE are compulsory. These are: • a Personal Learning Plan at Stage 1 (undertaken in Year 10), worth 10 credits • at least 20 credits towards literacy from a range of English/ English as a Second Language studies at Stage 1 • at least 10 credits towards numeracy from a range of mathematics studies at Stage 1 • a major project of extended studies called the Research Project at Stage 2, worth 10 credits • completion of at least 60 additional credits in Stage 2 subjects and courses. The importance of the compulsory elements is reflected in the requirement that students must achieve either an A, B, C or equivalent in these subjects to complete the SACE successfully. In addition to the compulsory elements, students will choose from a wide range of subjects and courses to earn the remaining 90 credits to gain the SACE. These include subjects and courses from either Stage 1 or Stage 2. University or TAFE Entry TAFE SA recognises the SACE as meeting the entry requirements for most of its courses. It also considers a variety of other qualifications and experiences in its entry and selection processes. Students who complete the SACE are eligible for university entry, provided they meet certain requirements. For university entry, students need to achieve 80 credits at Stage 2, including three Stage 2 subjects worth 20 credits each. The final Stage 2 credits can be gained in a variety of ways defined by the universities. Universities also specify required subjects for some of their courses. Full details of university and TAFE entry requirements for 2012 onwards will be included in the Tertiary Entrance Booklet 2011, 2012, 2013, to be published by the South Australian Tertiary Admissions Centre in July 2010. Go to the SATAC website for more information: www.satac.edu.au

St Dominic’s Priory College Curriculum Handbook 2011

Vocational Education and Training (VET) Subjects at St Dominic’s

New SACE Requirements Students must obtain a total of 200 credits to get their SACE.

St Dominic’s is a member of the Inner Northern Adelaide Partnership (INAP) cluster of schools that has a mandate to work cooperatively in their offering of subjects to students at the participating schools. The undertaking of VET subjects offers students a greater choice in their subject selection and alternative pathways into tertiary TAFE study in vocationally orientated courses.

Year 10 • Personal Learning Plan 10 credits Stage 1 All Students • English (Literacy) • Mathematics (Numeracy)

20 credits 10 credits

VET units studied in secondary school will contribute to both TAFE Certificate Accreditation and SACE requirements. It is also important to realise that diploma qualifications from TAFE can articulate with some university courses.

Stage 2 Subjects to the value of 60 credits

Most offerings from the Inner Northern Adelaide Partnership (INAP) cluster schools will be off-line (4-7pm) at Stage 1. The final offering of each of the proposed courses will be dependent on numbers and students should have an alternative subject choice. (Refer to page 102 for further information)

Free Choice 90 credits from either Stage 1 or Stage 2

STAGE 2 (Years 12)

STAGE 1 (Years 10 & 11) Personal Learning Plan (compulsory) 10 Credits

Research Project

(compulsory) 10 Credits

Numeracy (compulsory)

from a range of mathematics subjects and courses

Subjects and courses

(compulsory at Stage 2) from a wide range of options

10 credits

Lit er ac

60 Credits

ELI 10 C redits

20 Credits

Credits PLP 10 its red 0C y1 rac me Nu

Literacy (compulsory) from a range of English subjects and courses

0C re d

its

Subjects and courses 60 Credits (Stage 2)

Subjects and courses from a wide range of options 90 Credits (Selected from either Stage 1 or Stage 2)

NEW SACE = 200 CREDITS Page 17

St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

SACE Stage 1 Stage 1: Year 11 Students 1 unit (semester-length subject) = 20 credits. Students will study 12 units, including: English

Compulsory 20 credits

Mathematics

Compulsory 10 credits

Research Project trial

Compulsory 10 credits

All Year 11 students also undertake 1 unit of Religion Studies (10 credits) studied over the full year. Plus 7 additional units (70 credits) from the list below

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Information Processing and Publishing (10 or 20 credits) Information Technology (10 or 20 credits) Legal Studies (10 credits) Mathematical Applications (10 or 20 credits) Mathematical Methods (10 or 20 credits) Mathematical Studies (10 credits) Multi-Arts (Community Studies) (10 credits) Music (20 credits) Physical Education (10 credits) Physics (20 credits) Specialist Mathematics (10 credits) Visual Arts (10 or 20 credits)

St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

SACE Stage 2 - Year 12 students in 2011 Stage 2: Year 12 Students in 2011 will complete their SACE under the new SACE requirements Students will usually choose 80 credits (i.e. four full year subjects) and complete the Research Project (10 credits) if intending to apply for university entry.

Subject Choices Accounting Studies Australian History Biology Business and Enterprise Chemistry Classical Studies Community Studies (10 or 20 credits)* Drama Economics English as a Second Language English as a Second Language Studies English Communications English Studies French

Geography Italian Mathematical Applications Mathematical Methods Mathematical Studies Music Physical Education Physics Religion Studies Specialist Mathematics Society and Culture Tourism Visual Arts Workplace Practices

* Cannot be counted towards an Australian Tertiary Achievement Rank Students are advised to refer to the current SATAC publication Tertiary Entrance to check for precluded subject combinations and subjects with restrictions on the number of units which can be counted for Tertiary selection. Tertiary entrance requirements are also available in this SATAC publication and the onus is on the student to check this carefully. This publication is available from Careers Advisors and Year Level Coordinators and will be distributed to all Year 10, 11 and 12 students.

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St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

An Overview Year 8

Year 9

Year 10

The Arts Art Drama Music

English

Health & Physical Education

Health & Physical Education Health & Physical Education Recreational Physical Education

Languages other than English French Italian

Mathematics

Mathematics Mathematics Mathematical Applications

Personal Learning Plan SACE Stage 1

Religious Education

Science

Science General Science

Society and Environment Geography History

Society and Environment Contemporary Society Geography History

Society and Environment Geography History Commerce

Technology ICT Certificate 1 module Robotics â&#x20AC;&#x201C; Part 2

Technology Information Communication Technology Certificate 1 module Word Processing

Technology ICT Certificate 1 modules Introduction to Robotics

VET certificate courses are offered across this curriculum structure as either embedded or stand alone units. Refer to page 97 for further details.

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St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

Year 11 Stage 1 SACE Religion Studies (Compulsory)

ESL/English Communications/English Studies/English Pathways 20 credits (Compulsory) Mathematics 10 credits (Compulsory)

Year 12 Stage 2 SACE (Compulsory) Religion Studies (Stage 1 - 10 credits) or Religion Studies (Stage 2 - 10 credits or 20 credits) or Society and Culture (10 credits or 20 credits)

Research Project (10 credits - compulsory)

70 credits from the following:

Up to 80 credits of the following:

Accounting (10 or 20 credits) Asian History (10 or 20 credits) Biology (10 or 20 credits) Chemistry (20 credits) Community Studies (10 or 20 credits) Design (10 or 20 credits) Drama (10 or 20 credits) Economics (10 or 20 credits) French (20 credits) Geography (10 or 20 credits) Information Processing & Publishing (10 or 20 credits) Information Technology (10 or 20 credits) Italian (20 credits) Legal Studies (10 credits) Mathematical Applications (10 or 20 credits) Mathematical Methods (10 or 20 credits) Mathematical Studies (10 credits) Multi-Arts (Community Studies) (10 credits) Music (20 credits) Physical Education (20 credits) Physics (20 credits) Specialist Mathematics (10 credits) Visual Arts (20 credits)

Accounting Studies (20 credits) Australian History (20 credits) Biology (20 credits) Business and Enterprise (20 credits) Chemistry (20 credits) Classical Studies (20 credits) Community Studies (10 or 20 credits) *See Note Drama (20 credits) Economics (20 credits) English as a Second Language (20 credits) English as a Second Language Studies (20 credits) English Communications (20 credits) English Studies (20 credits) French (20 credits) Geography (20 credits) Italian (20 credits) Mathematical Applications (20 credits) Mathematical Methods (20 credits) Mathematical Studies (20 credits) Music (20 credits) Physical Education (20 credits) Physics (20 credits) Religion Studies (10 or 20 credits) Society and Culture (10 or 20 credits) Specialist Mathematics (20 credits) Tourism (20 credits) Visual Arts (20 credits) Workplace Practices (20 credits)

Research Project trial 10 credits (Compulsory)

* Note: Community Studies does not count for an Australian Tertiary Achievement Rank

All subjects offered at Years 11 and 12 are provided only when a viable number of students elect to take the subject.

VET certificate courses are offered across this curriculum structure as either embedded or stand alone units.

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St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

The Arts

Year 8

Year 9

Year 10

Common Course

Two Semester Course

One or Two Semester Course

Year 11 SACE Stage 1

Year 12 SACE Stage 2

Art Art One or Two Semester Course

Visual Arts Design One or Two Semester Course

Drama Common Course

Two Semester Course

Semester 1

Semester 2

Drama

Creative Arts Creative Arts One Semester

Music Common Course

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Two Semester Course

One or Two Semester Course

Combination of 20 credits Musicianship Analytical Studies Solo Performance Ensemble Performance Arranging & Composing

St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

Year 8 and 9 Art

Year 10 Art

Length of Course

Length of Course: 1 or 2 semesters

Year 8: All Year 8 students study Art.

Assumed Background Successful completion of Year 8 or 9 Visual Arts

Year 9: Full year course if chosen as an elective Assumed Background: Nil Course Description Students will be introduced to the visual arts through drawing, painting, printmaking 3-dimensional work, design and the theory of art. Students will research and discuss aspects of art relating to history and contemporary practice using the language of art appropriately. Assessment All studentâ&#x20AC;&#x2122;s work will be assessed according to their ability to understand concepts and master skills. Relationship to further study Can follow through to Year 10 Visual Arts, Year 11 Art and Design, and Year 12 Restricted and General courses in Visual Arts. Other Comments It is recommended that if students intend to pursue these studies beyond Year 8 and 9 that they choose a section of work at one of these levels.

Course Description Students will continue their study of the visual arts through drawing, painting, printmaking, 3-dimensional work, design and the theory of art. Students will research and discuss aspects of the visual arts relating to history and contemporary practice, using the language of art appropriately. Assessment All students will be assessed according to their ability to understand concepts and master skills. Relationship to further study Can follow on to Year 11 Art or Design and Year 12 Restricted and General Courses in Visual Arts. Other Comments It is recommended that if students intend to pursue these studies beyond this year level that they consider completing a semester of work in Year 10.

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St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

Stage 1 Art Length of Course: 1 semester (10 credits) or 2 semesters (20 credits) Assumed Background Successful completion of Year 10 Art Focus of Capabilities The capabilities for communication and personal development are central to the learning requirements, content, and assessment in Visual Arts. The process of selecting appropriate modes of visual, verbal, and written communication to express, explain and describe messages, ideas, solutions, and opinions is the focus of this subject outline. Through engaging in communication in this way, students develop a personal aesthetic or vision, discovering personal strengths and understanding of the important part visual arts play in shaping cultural and personal identity. Course Description Both semesters of this course will focus on developing skills within the areas of drawing and painting. Other techniques that may be developed further are printmaking and threedimensional studies. Practical final pieces will be produced. In addition to these practical pieces, each semester students will complete studies in the Visual Thinking and Visual Arts in Context sections of the course. For both 10 credit and 20 credit programs, with a focus in art, the following three areas of study will be covered: 1. Visual Thinking 2. Practical Resolution 3. Visual Arts in Context Semester 1 The major focus is on drawing and printmaking Semester 2 The major focus is on painting and three dimensional studies. Assessment Visual Learning Log:- Includes all developmental work completed in developing practical work. Practical Resolution:- The resolved visual artwork supported with a personal statement. Visual Investigation:- A practical exploration and experimentation with styles, ideas, concepts, media/materials, methods/techniques and technologies.

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Relationship to further study This course leads to Stage 2 Visual Arts with a specialisation in Art. This subject will be beneficial to students interested in undertaking their Research Topic in an area related to the Visual Arts. Other Comments It is recommended that at least one semester is completed in either Art or Design if the student intends to pursue further study in this subject area in Year 12.

St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

Stage 1 Design Length of Course: 1 semester (10 credits) or 2 semesters (20 credits) Assumed Background Successful completion of Year 10 Art Focus of Capabilities The capabilities for communication and personal development are central to the learning requirements, content, and assessment in Design. The process of selecting appropriate modes of visual, verbal, and written communication to express, explain, and describe messages, ideas, solutions, and opinions is the focus of this subject outline. Through engaging in communication in this way, students develop a personal aesthetic or vision, discovering personal strengths and understanding of the important part design plays in shaping cultural and personal identity. Course Description The course is designed to provide students with fundamental skills and knowledge in the field of Design. Students will study the areas of Visual Communication Design, Product Design and Environmental Design. Skill development is a core component of the course and students will have the opportunity to explore a number of methods and media including the use of Adobe programs. For both the 10 credit and 20 credit program the following three areas of study will be covered: 1. Visual Thinking 2. Practical Resolution 3. Visual Arts in Context Semester 1 Major focus in Visual Communication and Graphic Design. Semester 2 Major focus in Fashion Design and Rendering. Assessment Visual Learning Log:- Includes all developmental work completed in developing practical work. Practical Resolution:- Final design work supported with a personal statement.

Relationship to further study This course leads to Stage 2 Visual Arts with a specialisation in Design. This course will be beneficial to students interested in undertaking their Research Topic in an area of Visual Arts and/ or Design. Other Comments It is recommended that at least one semester is completed in either Art or Design if the student intends to pursue further study in this subject area in Year 12.

Visual Investigation:- Practical exploration and experimentation with styles, ideas, concepts, media/materials, methods/techniques and technologies.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Visual Arts Length of Course: 1 Semester (10 credits) or 2 semesters (20 credits) Assumed Background Successful completion of Stage 1 Art or Design Focus of Capabilities The aim of the SACE is to develop well-rounded, capable young people who can make the most of their potential. The capabilities include the knowledge and skills essential for people to act in effective and successful ways. The five capabilities that have been identified are: • communication • citizenship • personal development • work • learning The capabilities enable students to make connections in their learning within and across subjects in a wide range of contexts. The capabilities for communication and personal development are central to the learning requirements, content, and assessment requirements of Visual Arts. Course Description Stage 2 Visual Arts can be studied as a 10 credit subject or a 20 credit subject. Students can enrol in Visual Arts - Art and/or Visual Arts - Design.

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Content For both 10 credit and 20 credit programs, with a focus on either art or design, the following three areas of study are covered: • Visual Thinking • Practical Resolution • Visual Arts in Context Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment (70%) • Folio (30%) • Practical (40%) External Assessment (30%) • Visual Study (30%) A copy of the student’s school-based assessments must be kept at the school for moderation purposes. Performance Standards The Visual Arts subject outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject. The school-based assessments and the external assessment will be marked with reference to the performance standards.

St Dominic’s Priory College Curriculum Handbook 2011

Year 8 Drama

Year 9 Drama

Length of Course: All Year 8 students study Drama.

Length of Course: 2 semesters

Assumed Background No pre-requisites required

Assumed Background • Successful completion of Year 8 Drama • A strong interest in the subject and a demonstrated ability during either of the courses

Course Description The aim of the course is to introduce the students to the techniques of performance in Drama in a predominantly experiential way. Topics covered will include: • • • • • • •

Relaxation techniques Audience skills Mime Expressive movement, including movement-to-music Indepth study of improvisation Basic voicework, including warm-up technique Basic character development

Assessment Students are assessed on the following: • Individual performance technique • Group participation and class involvement • Basic skills, including concentration, cooperation, body language and use of voice • The contribution of ideas in all activities and discussions • Bookwork, including presentation and writing skills Relationship to further study Year 8 Drama is considered a necessary pre-requisite for Drama in future years, as it provides a sound grounding in many of the basic skills required.

Course Description The course is a two-semester, elective subject. The aim of the course is to further develop the student’s understanding of techniques of performance in Drama, continuing with an emphasis on experiential Drama. The course work will build on existing basic skills, aiming to extend students with opportunities to explore the nature of the Planning, Rehearsal and Performance Process. A variety of performance styles and forms will be explored. Confidence and competence in creative Problem Solving is a major emphasis in these activities. Topics covered will include: • Audience skills, including analysis in reviewing live theatre • Advanced study of mime, including development in understanding of body language • Exploration into and development in understanding of The Elements of Drama, including comedy • ‘Page-to-Stage’ work using short scripts with focus on duologues • Movement-to-Music interpreting themes • Study of theatrical terminology • Introduction to Stagecraft – make-up, costuming and lighting design • Journal writing • Relaxation techniques Assessment Students are assessed on the following: • Individual performance technique • Group participation and class involvement • Voice work, including projection, timing, clarity, articulation and expression • Rehearsal and performance • Bookwork, assignments and tests based on theory • Skill in off-stage roles & techniques Relationship to further study Year 9 Drama is considered a necessary pre-requisite for Drama in Year 10. A satisfactory completion of all course work is required for recommendation to Year 10 Drama. Other Comments Students undertaking Drama in Year 9 have the opportunity to further diversify their skills with the introduction of elements of Stagecraft: This entails developing skills in off-stage roles, including lighting, costuming, make-up, set design and construction, and stage management. Page 27

St Dominic’s Priory College Curriculum Handbook 2011

Year 10 Drama Length of Course Students may elect to study Drama as a single semester course or for two semesters. Assumed Background To study Drama in Year 10 students need to have successfully completed Year 9 Drama. A strong interest in the subject, with demonstrated ability in either performance or technical theatre work is essential. Students who have not completed Year 9 course work are required to undertake an interview or audition before being accepted into the subject at Year 10 level. Course Description Drama 10 has a number of aims for students participating in the subject: • To deepen students’ understanding of the basic Elements of Drama • To introduce and develop the technical skill of staging • To analyze theatrical performances • To gain skills in review writing • To ensure the transition from middle school Drama to senior school Drama is smooth and effective Course content will be organized such that practical and theoretical components are varied for each Semester. However, Basic Skills will continue to be integral components for both Semesters. Topics to be covered will include: • Theatre History, with a focus on Elizabethan Theatre through to the modern day • Practical studies and applications in Costuming, Make-Up, Lighting and Set Design

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• Advanced Body Language leading into expressive movement work involving Physical Theatre technique • Improvisation, including participation in Theatre Games • Scripted Performance work, including Monologues • Group Production • Introduction to Analysis of Theatrical Performance, including journal writing and reviewing • Study of Off-Stage Roles in Theatre – The Production Crew Assessment Students are assessed on the following: • Group participation and class involvement • Basic Skills of Performance • Research and Analysis of Stagecraft • Review writing • Journal writing • Performance in Individual and Group Roles • Skills displayed in technical theatre Students sit a one and a half hour exam at the end of each Semester. Relationship to further study Year 10 Drama is considered a necessary pre-requisite for Drama in SACE Stage 1 and Stage 2. A successful completion of all course work is required for recommendation to Year 11 Drama. There are opportunities for students to participate in VET Courses and extended curriculum work in Theatre during Year 10. Other Comments In Year 10 Drama students participate in performance work that may require them to attend rehearsals and performances out of normal school hours.

St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

Stage 1 Drama Length of Course: 1 semester (10 credits) or 2 semesters (20 credits) Assumed Background To study Drama at Year 11 level students need to have successfully completed Year 10 drama, with a recommendation to proceed to SACE Stage 1 level. Students need to have demonstrated a high level of commitment to all aspects of Year 10 course work, particularly in performance situations. It is possible for students to enter the course from Year 9 level, provided they have displayed above-average ability at that level or if they have proven ability through participation in cocurricular performance activities. Focus of Capabilities Communication, Citizenship, Personal Development and Learning. Course Description In Drama, students participate in the planning, rehearsal, and performance of a dramatic work. Students participate in creative problem solving; they generate, analyse, and evaulate ideas. They develop personal interpretations of texts. Students develop their curiosity and imagination, creativity, individuality, self-identity, self-esteem and confidence. Course Description Drama 1A (Semester 1) Drama 1A studies major theatrical experiments, some of which have led to the major theories of acting and directing this Century. Performance work focuses on Duologue Presentations. Influences on Australian Theatre will be included in course work. An individual research study selecting an offstage role (e.g. design, stage management, sound effects) is required. Drama 1B (Semester 2) Drama 1B is heavily centred on Group Production work: Two forms of production work are aimed at, Physical Theatre & Scripted Pieces (time permitting). In theory work, students undertake research of various historical eras of theatre, relating them to the modern day.

The aim over the two Semesters is to provide a sound grounding for Year 12 Drama courses. Assessment Specifically, assessment will focus on three components in both Semesters. 1 Performance 2 Folio 3 Investigation & Presentation Relationship to further study Year 11 Drama is a pre-requisite for SACE Stage 2. Successful completion of Stage 1, with recommendation from the teacher, is a requirement for Year 12 Drama. Recommendations are based on demonstrated commitment displayed in Year 11. Students undertaking Year 11 Drama should familiarize themselves with options available at tertiary level, ensuring that they elect to undertake appropriate course work in Year 12. Other Comments Students intending doing Drama in Year 12 (SACE Stage 2) are to complete both Semesters of Stage 1. If not, entry into the subject at Stage 2 will require an interview and an audition (unless deemed unnecessary following the interview).

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Drama Length of Course: Full year (20 credits) Assumed Background To study Drama at Year 12 level, students need to have successfully completed SACE Stage 1 Drama in Year 11 preferably undertaking the full year of Drama. In all cases it is a requirement to have a recommendation from the Year 11 teacher of the preceding year. In exceptional circumstances, students of proven ability may be accepted into Year 12 Drama without having studied the subject at Year 11 level. In such cases, students would be required to participate in an interview, and possibly an audition. A ‘C’ grade or better in Stage 1 English would also be expected. Focus of Capabilities Communication, Citizenship, Personal Development and Learning. Course Description In Drama, students are expected to apply knowledge learned within the course to conceive, develop, create, interpret, evaluate and present dramatic works. They need to communicate and articulate their ideas to an audience through a variety of forms and methods, and they must work both independently and collaboratively to achieve these aims. Course Content and Assessment • Group Presentation - 20% Students are to work in groups to analyse a play-script or the work of a dramatic innovator, and devise creative interpretations of these works. • Folio - 30% In this area of study, students are to complete a report that focuses on their own experiences of making dramatic work and will be based on either the Group Performance or Individual Presentation.

The students will also be required to view, review and analyse a range of live or recorded theatrical performances and submit two reviews for assessment.

• Interpretative Study - 20% This area of study gives students the opportunity to explore in depth a specific play-script or the work of a dramatic innovator. Students who investigate and respond to a playscript adopt the role of a director, actor or designer. Students who investigate and respond to a dramatic innovator create a question that they answer through their study.

Page 30

• Performance - 30% Group Performance or an Individual Performance / Presentation. Students will participate in one or the other. It is the responsibility of the Year 12 teacher to decide which is the best option (usually based on numbers undertaking the course and suitable plays available).

Students undertaking the Group Performance can be assessed in either an onstage or offstage role.

If choosing to undertake an Individual Presentation, students choose an area of study that they research and investigate, and then undertake a presentation that demonstrates their knowledge and skills acquired.

Assessment Further details of assessment components are available from the SACE Board website at www.sace.sa.edu.au. Relationship to further study Students wishing to undertake studies in Drama-related areas at tertiary level should familiarise themselves with the various options open to them, before commencing Year 12. This can be done by obtaining course handbooks from tertiary institutions (often available at the school via the Career Counsellor) or by researching via tertiary institution websites. Other Comments Students considering studying Drama at Year 12 level must be prepared to commit themselves to out-of-hours rehearsing, design and construction, and performance.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Creative Arts

Year 8 Music

Length of Course: 1 semester (10 credits)

Length of Course: All students in Year 8 study Music.

Assumed Background No assumed knowledge required.

Assumed Background No previous experience is required. It is desirable that students take up an instrument; however this is not essential.

Focus of Capabilities The capabilities are communication, personal development and learning. Course Description In this subject, students are expected to: • demonstrate knowledge and understanding of core concepts specific to relevant creative arts disciplines • investigate the nature and processes of working productively in the creative arts • demonstrate knowledge of working creatively, through an exploration of creative arts media, materials, techniques, processes and technologies • apply practical skills, techniques, and processes to work creatively for a purpose • work individually and collaboratively to develop and present creative arts products • communicate and reflect on creative arts ideas, processes, products, and opinions Content This is a subject designed for those students who wish to take part in the annual school Musical. They can use this participation as a basis for a SACE Stage 1 10 credit unit in Semester 1.

The course can lead to further music studies at St Dominic’s Priory College. Course Description • Make music relevant and accessible • Develop an understanding of theoretical musical concepts including the reading and writing of music • Experiment with the technical facilities of various instruments • Develop self confidence • Understand the concepts of rhythm, melody and harmony • Develop an appreciation of music as an art form Assessment • Various theoretical and aural tests • Assignments from the Don’t Fret text book • A range of practical assessments Other Comments Students are encouraged to join one of the ensemble groups.

Assessment Assessment Type 1 - Product (60%) Students develop and present a creative arts product. They also prepare and present a record of materials used to support the investigation, development and production of the product. Assessment Type 2 - Folio (40%) • students undertake one investigation • students undertake one skills assessment

(20%) (20%)

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St Dominic’s Priory College Curriculum Handbook 2011

Year 9 Music

Year 10 Music

Length of Course: Full year

Length of Course: 1 semester or 2 semesters (full year)

Assumed Background Basic Music Theory: note values, simple time signatures, rhythm, naming notes one the treble and bass staves.

Assumed Background Music Theory: major and natural minor scales, key signatures, Intervals, simple and compound time signature, tonic triads (major, minor, diminished and augmented). Students must also have been learning their preferred instrument for a minimum of 12 months.

Course Description Theoretical studies Students will cover topics such as major and natural minor scales, key signatures, Intervals, simple and compound time signature, rock ‘n’ roll history and tonic triads (major, minor, diminished and augmented). Performance Students are required to participate in a class ensemble setting. It is imperative that students undertake at least one private lesson per week on their preferred instrument. Student will also be required to perform as a soloist on their preferred instrument. Aural Development The course covers rhythmic dictation, interval recognition and scale notation. Assessment • Various theoretical and aural tests throughout the year. • One solo performance per semester. • On going ensemble performance evaluation. Relationship to further study The Year 9 music course offers students a comprehensive background to basic theoretical concepts to further their knowledge in the art of solo and ensemble performance.

Course Description Theoretical studies Students will cover topics such as major scales and natural, harmonic and melodic minor scales, diatonic triads, basic harmony, transposition, basic arranging, Intervals, rhythmic dictation and a strong emphasis on music technology in Semester 2. Performance Students are required to participate in a class ensemble setting. It is imperative that students undertake at least one private lesson per week on their preferred instrument. Student will also be required to perform as a soloist on their preferred instrument. Aural Development The course covers rhythmic dictation, intervals, scales, triad recognition and notation. Assessment • Various assignments, theoretical and aural tests throughout the year. • One solo performance per semester. • On going ensemble performance evaluation. Relationship to further study The Year 10 music course offers students a comprehensive background to the practical application of theoretical concepts and will further their knowledge in the art of solo and ensemble performance. The music technology course will provide students with another alternative to music studies other than theory/aural and performance. Other Comments Students are encouraged to join one of the school ensembles (Choir, String Orchestra, Concert Band) to help improve performance and ensemble skills.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Music Length of Course: 1 semester (10 credits) or full year (20 credits) Assumed Background Music Advanced Program – This program is designed for students with a substantial background in music. Students will have taken lessons in their chosen instrument for at least two years, and will have taken classroom music in year 9 and 10. The Music Advanced program will provide pathways to the range of Stage 2 music subjects. Focus of Capabilities The focus capabilities for this subject are personal development, citizenship, communication and learning. Content The stage 1 music course comprises 5 main areas of study which span across both semesters: Solo Performance Ensemble Performance Theory Aural Project Work Students will be involved in performing both individually in Solo Performance and in a group setting through Ensemble Performance. The Theory component will improve understanding of the structures of music, with a focus on applying this knowledge to Aural skills. Theory will also assist students in completing Project Work, which is negotiable and involves the opportunity to use music technologies available at the school to compose and arrange original works. Project work will also include the presentation of research into the social, historical and cultural function of music. As a third option, Project Work may involve critiquing a music performance, which will develop student capacity to make informed interpretative and aesthetic judgments. Study and participation in music draws together students’ cognitive, affective, and psychomotor skills, strengthening their ability to manage work and learning, and to communicate effectively and sensitively.*

Assessment Stage 1 assessment is school based. Evidence of student learning will be assessed through the following assessment types: Skills Presentation Including performances and oral presentations Skills Development Including involvement in class ensemble, theory and aural tests Folio In the form of written assignments, compositions and arrangements Relationship to further study The Music Advanced program will provide pathways to the range of Stage 2 music subjects. Other Comments Students taking Stage 1 Music will participate in the school Music Concert and are strongly encouraged to participate in a Co-curricular school ensemble such as Concert Band, Choir or String Orchestra. * quote from SACE Board of SA content description of Stage 1 Music.

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St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

Stage 2 Music Choice from a combination of three (3) single unit courses: Solo Performance; Ensemble Performance; and Musicianship Length of Course: Full year (20 credits) Focus of Capabilities The focus capabilities for this subject are personal development, citizenship, communication and learning. Assumed Background Music Theory: major scales and natural, harmonic and melodic minor scales, diatonic triads, basic harmony, transposition, basic arranging, Intervals, rhythmic dictation and the basics of music technology. Students must have been learning their preferred instrument for a minimum of 4 years to enrol in Solo Performance. A minimum of 3 years on the studentâ&#x20AC;&#x2122;s chosen instrument or voice is a pre-requisite for Ensemble Performance. Course Description Musicianship This subject further develops aural and theoretical skills, and requires students to apply their musical knowledge and skills in the creation of an arrangement. Students develop skills in the aural recognition of aspects of music including rhythm, pitch, harmony, and tonality, as well as in theoretical harmony and arranging. Solo Performance This subject extends student musicianship and technical proficiency on either a chosen instrument or voice. Students also develop skills in solo performance, engaging an audience, and preparing and presenting a repertoire. Ensemble Performance This subject develops studentsâ&#x20AC;&#x2122; performance skills on an instrument or voice, within a group. Musicianship, technical proficiency, the ability to interact musically with others and to perform a range of works that engage an audience are all developed.

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Assessment Musicianship: Applied theory and harmony external exam 60% Arrangement, externally assessed 40%. Ensemble Performance: Two (2) school assessments and a moderated performance. Solo Performance: Two (2) school assessments and a moderated performance. Relationship to further study Musicianship and Solo Performance are the stepping stones to the Bachelor of Music course at the Elder School of Music.

St Dominic’s Priory College Curriculum Handbook 2011

Community Studies Year 8

Year 9

Year 10

Year 11 SACE Stage 1

Year 12 SACE Stage 2

Community Studies 1 or 2 Semesters 10 credits can be studied each semester

Community Studies (N) 1 or 2 Semesters 1 or more units can be studied each semester

Stage 1 Community Studies Length of Course: 1 semesters (10 credits) or 2 semesters (20 credits) Number of SACE credits: 10 credits per semester Assumed Background Students will usually have studied a subject at Year 10 level that is related to the particular Community Studies unit(s) they wish to undertake. Focus of Capabilities The focus capabilities for this subject are communication and citizenship. Course Description Community Studies gives you the chance to learn in a community context and to interact with teachers, peers, and community members beyond the school environment. Students decide the focus of their community activity, which begins from a point of personal interest, skill, or knowledge. By setting challenging and achievable goals in a community activity, students enhance their skills and understandings in a guided and supported learning program. They develop their capability to work independently and to apply their skills and knowledge in practical ways in their community. Content Students prepare a contract of work to develop a community activity from any of the following ten areas of study: • • • • • • • • • •

Arts and the Community Business and the Community Communication and the Community Design, Construction, and the Community Environment and the Community Foods and the Community Health, Recreation, and the Community Science and the Community Technology and the Community Work and the Community.

Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning by completing their contract of work through the following assessment types: • • • •

Contract of Work Folio Community Activity Reflection

Relationship to further study Students can continue to Stage 2 Community Studies

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Community Studies Length of Course: 1 or 2 semesters (10 or 20 credits) Assumed Background Students will usually have studied a subject at Year 10 or Year 11 level that is related to the particular Community Studies unit(s) they wish to undertake. Course Description Stage 2 Community Studies can be studied as a 10-credit or 20-credit subject in one or more of the ten areas of study. Students can take more than one 20-credit subject in this area. Content Students prepare a contract of work to develop a community activity from the following ten areas of study: • Arts and the Community • Business and the Community • Communication and the Community • Design, Construction, and the Community • Environment and the Community • Foods and the Community • Health, Recreation, and the Community • Science and the Community • Technology and the Community • Work and the Community. Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment • Contract of Work • Folio • Presentation

(70%)

External Assessment • Reflection

(30%)

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Information on the External Assessment Reflection The reflection is a piece of writing up to a maximum of 500 words, or the equivalent in multimedia format, for a 10-credit subject; and up to a maximum of 1000 words, or equivalent in multimedia format for a 20-credit subject. After completing the community activity and receiving feedback from their community contact and others, students reflect on what they have learnt and the value of their community activity to themselves and to the community. This summary and reflection may be presented in written format, or a combination of written, visual, and oral modes using digital communications. The reflection is double marked, firstly by the student’s teacher and secondly by an external assessor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality of the critical reflection with reference to the performance standards. Performance Standards The Community Studies Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject. The school-based assessments and the external assessment will be marked with reference to the performance standards. Relationship to further study Community Studies units can be counted towards SACE completion. They cannot be counted towards a ATAR.

St Dominic’s Priory College Curriculum Handbook 2011

English Year 8

Year 9

Year 10

Year 11 SACE Stage 1

Year 12 SACE Stage 2

Two Semester Course

English Studies

English Communications

English as a Second Language

English as a Second Language Studies

English Pathways

English as a Second Language

Aims

Years 8 & 9 English

The English course throughout Years 8-12 aims to:

English is a compulsory subject for all students.

1. encourage students to be able to communicate effectively in the English language and to enjoy its literature

Length of Course: Full year

2. promote fluency and accuracy in both the spoken and written word, and to present ideas in a logical sequence 3. become familiar with other related forms of communication and their relationships with language Content In each year all students will: 1 read a selected choice of novels and other forms of prose as a basis for study and be involved in individual reading programs 2 read a wide variety of poetry 3 write in a variety of forms including:

•

personal responses to literature

•

creative expression

•

practical writing situations

4 use oral language in various situations 5 develop listening skills in relation to the classroom and the wider community 6 be encouraged to develop logical thinking skills in relation to oral and written expression

Course Description Reading • 3-4 shared texts eg Prose, Drama, Film • literature-based reading program • poetry in a variety of forms • media studies Writing Many of the following forms will be introduced. Particular emphasis will be placed on clear sentence structure and paragraphing and the logical development of ideas suitable for each form. Journals Stories Poetry Letters Reviews Reports etc Speaking/Listening Individual and group presentations to both classmates and a wider school audience. Assessment Continuous assessment will be used, with nominated pieces of work from all sections of the course throughout the year forming the basis of final grades.

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St Dominic’s Priory College Curriculum Handbook 2011

Year 10 English

Stage 1 English

All students will continue to develop skills learnt in Years 8 and 9 with greater emphasis on personal and critical response to literature and formal essay writing.

NB: Under this learning and assessment plan there are two different courses, that is ENGLISH STUDIES or ENGLISH COMMUNICATIONS

Length of Course: Full year

Length of Course: Full year (20 credits)

Course Description

Assumed Background Year 10 English

Reading • 3-4 shared texts eg Prose, Drama, Film • independent reading program • poetry • media studies Writing Main areas covered: • formal essays • journals • poetry • other written forms eg letters, reviews, reports, reflective, personal response Speaking/Listening Individual and group presentations in relation to class texts and wider reading, as well as in other situations, will be required. Assessment End of semester exam 20% The other 80% may consist of: Written Work • Journal • Formal essays • Responses to literature • Creative Writing Oral Language • Individual and group presentations Individual Reading Relationship to further study English (or ESL) remains compulsory for students in Stage 1. In Stage 2, students may take English Studies, English Communications or English as a Second Language Studies as part of their overall course.

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Focus of Capabilities The focus capabilities for this subject are communication, citizenship, personal development, work, and learning. Course Description In Stage 1 English, students read, view, write and compose, listen and speak, and use information and communication technologies in appropriate ways for different purposes. Content Students are required to read and respond to texts as well as produce texts. Reading and responding to texts: Students explore a range of texts composed for different purposes and in a range of forms. They develop an understanding of how authors communicate and use examples of these texts to compose their own texts. Producing texts: Students provide evidence of the extent and quality of their learning in producing texts in written, oral or multimodal form. Extended Study Students complete one of the extended study options: Option 1: Language Study Option 2: Connected Texts Study Option 3: Student-negotiated Study Option 1: Language Study Students focus on an aspect of language in a context beyond the classroom. Students could, for example, reflect on how specialised vocabulary is used in texts, the effect of context on appropriate language choice, the role of language in establishing individual or group identity, or how language choice is determined by the expectations of the audience. Option 2: Connected Texts Study Students consider texts in relation to each other, to the context in which they are produced, and to the context in which they are read or viewed. Students choose a minimum of two texts that are connected by similarity or difference.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 English Studies Option 3: Student-negotiated Study Students negotiate a focus that enables them to develop an understanding of the place of language and texts in social and cultural contexts. The extended study can be written, oral, or multimodal, or a combination of these modes. Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning in Stage 1 English through the following assessment types: Assessment Type 1: Text Analysis Assessment Type 2: Text Production Assessment Type 3: Extended Study In each 20-credit subject, students should provide evidence of learning through eight to ten assessments, with at least two assessments from each assessment type. At least two assessments should be delivered as oral presentations. Each assessment type should have a weighting of at least 20%. As this is a compulsory subject at Stage 1, students must achieve a C grade or better against the Performance Standards under the following headings: Knowledge and Understanding Analysis Application Communication Relationship to further study Students can continue to Stage 2 English Studies, English Communications or ESL Studies.

Length of Course: Full year (20 Credits) Assumed Knowledge Pass in Stage 1 English Studies at an advanced level. Course Outline Learning Requirements The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. In this subject, students are expected to: 1) analyse texts, demonstrating depth of understanding through the identification of the structural, conventional, and stylistic features used by authors 2) understand that the interpretation of texts is influenced by the interplay between what the author presents in the text, the context in which the text was generated, and what the reader, viewer, or listener brings to the text 3) compare and contrast the ways in which texts are constructed 4) use evidence to develop and support critical reasoning in the form of sustained argument 5) compose texts that engage the reader, viewer, or listener 6) express ideas clearly and accurately in a range of appropriate forms. These learning requirements form the basis of the: • learning scope • evidence of learning that students provide • assessment design criteria • levels of achievement described in the performance standards Content Stage 2 English Studies is a 20-credit subject that consists of a text study and a text production study. Students read a range of extended texts and a number of shorter texts. They analyse texts from a variety of contexts, including the past, the present, and everyday experience. English 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, and learn to construct logical and convincing arguments.

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St Dominic’s Priory College Curriculum Handbook 2011

Students compose responses that show the depth and clarity of their understanding. By focusing on the creativity and craft of the authors, students can develop strategies to enhance their own skills in composing texts and put into practice the techniques they have observed. Students extend their ability to sustain a reasoned critical argument by developing strategies that allow them to weigh alternative opinions against each other. English Studies helps students to extend the scope of their reading and viewing. It enriches their personal development by encouraging them to explore texts from a range of cultural and critical perspectives. It encourages interest in many kinds of texts, and in making connections between texts and personal and cultural experience. Course Description The following assessment types enable students to demonstrate their learning in Stage 2 English Studies: School-based Assessment (70%) • Assessment Type 1: Shared Studies (30%) • Assessment Type 2: Individual Study (20%) • Assessment Type 3: Text Production (20%) External Assessment (30%) • Assessment Type 4: Examination (30%) Students should provide evidence of their learning through ten to twelve assessments, including the external assessment component. Students undertake: • four to six responses to shared activities • one critical essay for the individual study • two written texts and two oral texts for text production • one examination The assessment design criteria are based on the learning requirements and are used by: • teachers to clarify for the student what she needs to learn • teachers and assessors to design opportunities for the student to provide evidence of her learning at the highest possible level of achievement The assessment design criteria consist of specific features that: • students should demonstrate in their learning • teachers and assessors look for as evidence that students have met the learning requirements

For this subject the assessment design criteria are: • knowledge and understanding • analysis • application • communication The specific features of these criteria are listed below. The set assessment, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject. Performance Standards The performance standards describe five levels of achievement, A to E. Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding, on the basis of the evidence provided, how well a student has demonstrated her learning. During the teaching and learning program the teacher gives feedback on, and makes decisions about, the quality of their learning, with reference to the performance standards. Students can also refer to the performance standards to identify the knowledge, skills, and understanding that they have demonstrated and those specific features that they still need to demonstrate to reach their highest possible level of achievement. At the student’s completion of study of each school-based assessment type, the teacher makes a decision about the quality of the student’s learning by: • referring to the performance standards • assigning a grade between A+ and E- for the assessment type. At the student’s completion of study of the subject, the teacher uses a SACE Board school assessment calculator to combine the grades for the school-based assessment types and determine the student’s school-based assessment grade in the range A+ to E-. The calculator is available on the SACE Board website (www.saceboard.sa.edu.au). In the external assessment, assessors use the performance standards to make a decision about the quality of students’ learning, based on the evidence provided. The student’s school-based assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E-.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 English Communications Length of Course: Full year (20 Credits) Assumed knowledge: Pass in Stage 1 English Communications or English Studies at an advanced level. Course Outline Learning Requirements The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. In this subject, students are expected to: 1) demonstrate clear and accurate communication skills through reading, viewing, writing, listening, speaking, and using a range of ICTs 2) analyse the relationship between audience, purpose, and form in a range of communication modes across a number of contexts 3) display knowledge and understanding of the stylistic features and conventions of texts and the ways in which the language in texts is used to represent ideas, relationships, values, and interests 4) clarify and articulate their own ideas and values through critical engagement with texts and language 5) compose and evaluate texts to demonstrate understanding of the conventions of a variety of textual forms and the purposes for which texts may be used. These learning requirements form the basis of the: • learning scope • evidence of learning that students provide • assessment design criteria • levels of achievement described in the performance standards. Content In English Communications students read a range of educational, vocational, and cultural texts. Students develop knowledge of sociocultural, political, and situational influences on the construction and interpretation of texts. Their exposure to a range of perspectives on complex issues requires them to clarify and support their opinions and conclusions. Students learn to recognise the conventions of different text types for different purposes, audiences, and contexts. They use this learning in composing their own texts and in commenting on the texts they read. Students consider the powerful role that language plays in communication between individuals, groups, and organisations. There is a focus on the ways in which language defines, shapes, and reflects the relationships

between people. Students come to appreciate that clear and effective writing and speaking should display a depth of understanding, engagement, and imagination for a range of purposes, audiences, and contexts. Students also learn that the complex language demands of workplace, further study, and personal development require them to constantly extend their range of language skills. Through their reading of a wide range of texts students learn to recognise the extent to which the author of a text follows the conventions of the text type. They learn to recognise and evaluate ideas and concepts in literature, popular culture, and media by detecting bias or the use of incorrect evidence. Students also consider the many ways in which a text is interpreted by the reader, and use this knowledge when composing their own texts. Reading a variety of texts helps students to develop an understanding of the diversity of cultures and perspectives, including Indigenous, that make up Australian society. English Communications develops students’ literacy skills in a broad range of contexts, enabling them to accept increased responsibility for making decisions about their own learning in the negotiated parts of this subject. Assessment Design Criteria The assessment design criteria are based on the learning requirements and are used by: • teachers to clarify for the student what she needs to learn • teachers and assessors to design opportunities for the student to provide evidence of her learning at the highest possible level of achievement For this subject the assessment design criteria are: • knowledge and understanding • analysis • application • communication The specific features of these criteria are listed below. The set assessment, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

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St Dominic’s Priory College Curriculum Handbook 2011

Course Description - 20 Credit Subject School-based Assessment (70%) • Assessment Type 1: Text Analysis (20%) • Assessment Type 2: Text Production (20%) • Assessment Type 3: Communication Study (30%) External Assessment (30%) • Assessment Type 4: Folio (30%) For a 20-credit subject, students should provide evidence of their learning through ten assessments, including the external assessment component. Students undertake: • three responses for text analysis - two written and one oral • three assessments, one of which is a supervised written assessment, for text production • one comparative piece on one of five categories of communication, and one practical application, for the communication study • one response to an example of communication, and produce one text and an accompanying writer’s statement. Assessment Summary for 20-credit Stage 2 English Communications

Performance Standards The performance standards describe five levels of achievement, A to E. Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding, on the basis of the evidence provided, how well a student has demonstrated her learning. During the teaching and learning program the teacher gives feedback on, and makes decisions about, the quality of their learning, with reference to the performance standards. Students can also refer to the performance standards to identify the knowledge, skills, and understanding that they have demonstrated and those specific features that they still need to demonstrate to reach their highest possible level of achievement. At the student’s completion of study of each school-based assessment type, the teacher makes a decision about the quality of the student’s learning by: • referring to the performance standards • assigning a grade between A+ and E- for the assessment type.

Assessment Type 1: Text Analysis

Three responses to texts, two written and one oral, based on three of a choice of four text types

Assessment Type 2: Text Production

Three texts with a focus on three listed purposes. One of the three texts to be written under supervision. The remaining texts may be in written, oral, or multimodal form.

At the student’s completion of study of the subject, the teacher uses a SACE Board school assessment calculator to combine the grades for the school-based assessment types and determine the student’s school-based assessment grade in the range A+ to E-. The calculator is available on the SACE Board website (www.saceboard.sa.edu.au).

Assessment Type 3: Communication Study

One comparative piece on one of five categories of communication; and one practical application from a choice of eight.

In the external assessment, assessors use the performance standards to make a decision about the quality of students’ learning, based on the evidence provided.

Assessment Type 4: Folio (External)

One response to an example of communication, and production of a written text and a writer’s statement.

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The student’s school-based assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E-.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 English as a Second Language Length of Course: 1 semester (10 credits) or 2 semesters (20 credits) Assumed Background English as a Second Language is designed for students for whom English is an additional language or dialect.

Stage 1 English as a Second Language allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in 20 credits of this subject meet the literacy requirement. Focus of Capabilities The focus capabilities for these subjects are communication, citizenship, personal development, work and learning. Content The subject is based on responding to, and composing, oral and written texts in a range of genres and situations. Areas of study include:

Text Study: Students explore a range of written, oral, and visual texts, constructed for different purposes and in a range of genres. Texts studied could include feature films, web pages, poetry, newspaper or magazine articles, documentaries, talks by guest speakers, or news broadcasts.

Investigative Study: Students investigate a topic of personal interest by moving beyond the classroom to interview one or more people of their choice.

Communication Study: The focus of this study is on written and oral texts as they are used in contexts beyond the classroom and, in particular, the use of texts to pursuade, influence, and instruct other people.

Language Application: Students are required to complete a language application. In this assessment type students complete either an investigation or a communication study. Option 1: Investigation The investigation is in two parts: an Oral Activity, which consists of an interview and an oral presentation, and a Written Activity, which consists of notes and a presentation. Option 2: Communication Activity Students are required to produce one oral response and one written response.

Assessment Assessment in 1 unit of Stage 1 English as a Second Language is school based. Students demonstrate evidence of their learning through the following assessment types:

Text Production: one written, one spoken response

Written: Students write a response in prose to an issue raised in one or more texts that they have read, viewed, or listened to. The response could be in the form of an essay (exposition or discussion or explanation), a narrative, a report, a letter, a description, a reflection, or a journal entry. The written production should be up to a maximum of 500 words.

Oral: Students present a talk in which they convey information and express their opinion on a current issue or a topic of personal interest, and then answer questions. Students are supported to use information and communication technologies where appropriate in their text production. The oral production should be up to a maximum of 6 minutes.

Oral Response: The Oral Response should be up to a maximum of six minutes. It must be one of the following text types: • A television / sound / radio presentation (e.g. sports report, news report, lifestyle report, music show or report on a social event) • A job interview • A speech at a formal occasion (e.g a speech of thanks or farewell, advocacy at a public meeting) • An advertising presentation (e.g. a product promotion) • Instructions or a demonstration • A role play (e.g. establishing a scenario in a familiar context such as a workplace, family, or leisure activity) Written Response: The written response should be up to a maximum of 500 words. The written response should be one of the following text types: • A newspaper report or magazine article • A pamphlett • Instructions or procedure

Relationship to further study This subject leads to Stage 2 ESL and Stage 2 ESL Studies.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 English as Second Language Studies Length of Course: Full year (20 credits) Assumed Background Students need to meet or have met the ESL Eligibility guidelines as outlined by SACE. Focus of Capabilities The focus capabilities for these subjects are communication, citizenship, personal development, work and learning. Course Description Students examine and analyse texts that they use and respond to in an English-speaking environment for social and academic purposes. They work independently and collaboratively, to solve problems by using contextual clues to predict and confirm the meaning of a text. They learn when and how to use a strategy such as asking questions to monitor their understanding of texts. Content Students undertake tasks within the following areas of study: • Text Study • Text Production • Investigative Study Performance Standards The English as a Second Language Subject outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject. The school-based assessment and the external assessment will be marked with reference to the performance standards. Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Issues Analysis (20%) Text Production (20%) Investigation (30%)

(70%)

External Assessment Examination (30%)

(30%)

Information on the External Assessment Examination: Students complete a three-hour external examination divided into two sections: • Section 1: Listening Comprehension • Section 2: Written Paper Section 1: Listening Comprehension The listening comprehension section takes approximately one hour, and is divided into two parts. In both parts, students listen Page 44

and respond to recorded texts. Texts are drawn from a range of oral text types such as discussions, interviews, and broadcasts. The questions in the first part require understanding of the text. The questions in the second part require understanding and interpretation of the text. Section 2: Written Paper The paper is written in two parts: Part A and Part B. The balance of time (after approximately one hour for the listening comprehension) is spent on the written paper. Part A - students read and interpret related texts, which could contain information, opinions, and experiences, and information in the form of graphs, diagrams, or pictures. Students use the information and opinions in the texts to produce an extended written response of approximately 500 words. Part B - students write a formal letter of approximately 200 words in response to a short written or visual text. The examination will be marked by external assessors with reference to the performance standards. Relationship to further study This subject enables students to enter tertiary study in South Australia.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 English as a Second Language Length of Course: Full year (20 credits) Assumed Background Students need to meet of have met the ESL Eligibility guidelines as outlined by SACE. English as a Second Language is a subject designed for students for whom English is an additional language or dialect. These students have diverse experiences in English and a wide variety of other languages. Focus of Capabilities The focus capabilities for these subjects are communication, citizenship, personal development, work and learning. Course Description • in Stage 2 English as a Second Language, students develop their confidence and competence as users of English, developing skills as critical viewers, listeners, speakers, readers, and writers • in English as a Second Language, students develop their skills in expressing ideas and interacting confidently and effectively with other people • students develop skills in preseting their ideas clearly and cohesively, thus developing and broadening their personal linguistic resources. This supports students’ participation in society, encouraging them to continue learning and develop their sense of identity Content Students undertake tasks within the following areas of study: • Communication Study • Text Production Study • Interaction Study • Interactive Study

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Communication Study (20%) Text Production (30%) Language Application (20%)

(70%)

External Assessment Investigation (30%)

(30%)

Information on the External Assessment Investigation: Students investigate a contemporary issue of their choice. The investigation comprises: • a written research report of up to a maximum of 900 words • an oral reflection of the process and findings of the investigation of a maximum of six minutes The investigation is double marked, firstly by the student’s teacher and secondly by an external assessor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality of the investigation with reference to the performance standards. Relationship to further study This subject enables students to enter tertiary study in South Australia.

Performance Standards The English as a Second Language Subject outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject. The school-based assessment and the external assessment will be marked with reference to the performance standards.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 English Pathways Length of Course: Full year (20 credits) Assumed Background This is a new English subject that was offered for the first time in 2010. It has been specifically designed with the new SACE requirement in mind that all students must achieve a C or higher grade in both semester 1 and 2 in English to complete their SACE. This course is directed towards the students who may contemplate Community Studies or Vocational Studies A or B at Stage 2 level, however it does not disqualify others. Students choosing this subject will not pursue English at any level in Stage 2. Focus Capabilities The focus capabilities for this subject are: Communication, Citizenship, Personal Development, Work, and Learning. Course Description The study of English provides students with a focus for informed and effective participation in education, training, the workplace, and their personal environment. In Stage 1 English Pathways, students listen, read, speak, respond to, and compose texts to establish and maintain connections with familiar and unfamiliar communities. Performance Standards The Performance Standards for this subject are composed of: Knowledge and Understanding • of ideas, values, and beliefs in texts • of ways texts use language techniques to make meaning • of the ways texts are composed for a range of purposes and audiences

Assessment Depending on the level at which the school meets these Performance Standards, an A-E grading will be secured. Students will demonstrate evidence of their learning through: 1) Text Analysis Students explore a range of texts composed for different purposes in a range of forms

Analysis • of connections between personal experiences and ideas, values, and beliefs, and those sexplored in texts • of a range of ways authors use language techniques

2) Text Production Students explore a range of text types for a range of purposes and audiences and compose their own texts.

Application • of language techniques to convey thoughts and ideas in familiar and unfamiliar contexts • of language skills to interact co-operatively with other people and solve complex problems

School Assessment The course will be designed around the above Performance Standards in 8-10 assessment tasks, with at least two assessments from each assessment type. At least two assessments should be delivered as oral or multimodal presentations.

Communication • with fluent and precise writing and speaking, using appropriate style and structure • with appropriate use of language to convey meaning in a range of familiar and unfamiliar contexts

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These tasks will be in both written and oral form.

Each assessment type will have a weighting of 50% per semester. No exam is required at either school or SACE level.

St Dominic’s Priory College Curriculum Handbook 2011

Health and Physical Education Year 8

Year 9

Year 10

Year 11 SACE Stage 1

Year 12 SACE Stage 2

Full Year Course

One Semester Course

Two Semester Course

Recreational PE

on recommendation

Year 8 Health and Physical Education

Year 9 Health and Physical Education

Length of Course: Compulsory full year

Assumed Background: Nil

Assumed Background: Year 8 Health and Physical Education

Course Description Year 8 students are enrolled in a full-year course in which the sports of athletics, volleyball, football, touch, gymnastics, softball and basic orienteering are covered. Students are taught basic skills, rules and concepts of the sports and specific minor games as a lead to the full game situation. Dance and cooperation activities are also undertaken. Each student is required to participate in fitness activities and the Sport Search Fitness Test.

Course Description Year 9 students are enrolled in a full year course. The sports of hockey, lacrosse and athletics are covered as well as a small unit on group dynamics. There is an opportunity for two negotiated practical units in the second semester. The Sport Search Fitness Test is readministered and a fitness unit is a major component of the year.

Health topics covered include: • concepts of health • mental health • skeletal system • defining health • risk taking • nutrition • drug education – with emphasis on the effects of smoking • fitness Assessment Students are assessed on: • Skill Development • Personal and Social Development • Health Theory Relationship to further study Provides a framework for Year 9 Health and Physical Education

Health topics covered include: • concepts of health • mental health • muscular systems • fitness • alcohol education • relationships • risk taking • Health of Individuals and populations • sunsmart Assessment Students are assessed on: • Skill Development • Personal and Social Development • Health Theory Relationship to further study Provides a framework for future study in Year 10 Health and Physical Education. Students not electing to do Health and Physical Education as a subject in Year 10 will be required to do Recreational Physical Education for two lessons a fortnight.

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St Dominic’s Priory College Curriculum Handbook 2011

Year 10 Health and Physical Education

Year 10 Recreational Physical Education

Length of Course: 1 semester

Length of Course: Compulsory 1 or 2 semesters

Assumed Background Successful completion of Year 9 Health and Physical Education. Students wishing to study this course will need recommendation from their Year 9 PE teacher. Students transferring into P.E. in semester 2 must have completed the ‘Self Defence’ elective in Recreational Physical Education.

Assumed Background Completion of Year 9 Health and Physical Education

Course Description The course is designed for students who have a strong interest in Health and Physical Education and are considering continuing with this subject in Year 11. The course content will include practical and theoretical components. Practical units will consist of one major unit (18 hours) and two minor negotiated units (12 hours each). One of the negotiated practicals will have an outdoor education focus and the other will be a team sport. Often surfing is chosen as the ‘Outdoor Education Unit’ and all students are expected to participate. Theoretical components will include: • Anatomy • Exercise Physiology • Skill Development Assessment Students are assessed on: • Skill Development • Personal and Social Development • Health Theory Relationship to further study Provides a framework for Year 11 Physical Education. Students wishing to undertake further study in Physical Education will benefit from having studied Year 10 Physical Education. Other Comments A cost factor may be incurred with one of the negotiated practicals which may require the hiring of suitable venues, equipment or specialised instructors.

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Course Description: The emphasis of this course is for students to participate in leisure and recreational pursuits often using community facilities. Students are given a number of different activities from which to select. Topics may include the following activities: Golf, Orienteering, Dance Sport, Ten Pin Bowling, Croquet, Table Tennis, Fitness and Lifestyle, Soccer, Touch and Flag Football. Self Defence is a compulsory unit, which teaches students to assess risks and take appropriate actions and is part of the school’s harm minimisation program. Assessment Grade only – Students are assessed on: • Skill Development • Personal and Social Development Other Comments A cost factor may be incurred with one of the negotiated practicals which may require the hiring of suitable venues, equipment or specialised instructors.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Physical Education Length of Course: 1 semester (10 credits) Assumed Background Year 10 Physical Education. Focus of Capabilities The focus capabilities for this subject are communication, learning, and personal development. Course Description Stage 1 Physical Education consists of the following two areas: • Practical Skills and Application • Principles and Issues

Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types: • Practical • Folio A variety of assessment activities and instruments could be used, including: • • • •

observation checklist objective practical skills test demonstration of practical skills demonstration of safe, effective and appropriate use of equipment or apparatus

• The Nature of Physical Activity • Issues Analysis

• • • • •

written assignments a log or journal oral presentations audiovisual presentations tests and examinations

The Nature of Physical Activity This area of study requires an experimental, analytical approach to physical activity and well-being. Topics include:

Emphasis goes further than just playing games with tactics, strategies, umpiring, fitness and training methods also considered.

• • • • • •

Folio A range of assessment activities and instruments could be used, including:

Practical Skills and Applications For a 10-credit subject, students complete two or three practicals. Principles and Issues (consists of the following two years of study)

body systems fitness human physical performance participation in physical activity sports injuries training principles and methods

Issues Analysis Students analyse issues that are relevant to local, national or global communities through topics of interest to them. Topics focus on physical activity and could include: • • • • • • • • • • • • • •

alcohol, tobacco and other drugs children corruption cultural diversity fitness disability equal opportunity gender health risk factors play education professionalism in sport safety, risk management sport in society sports injuries

• • • • • • • • • • •

class work assignments research assignments survey work case studies oral presentations audiovisual presentations laboratory experiments and reports a log or journal essays reviews tests and examinations

Relationship to further study Stage 2 Physical Education Other Comments A cost factor may be incurred with some activities which require the hiring of suitable venues, equipment or specialised instructors.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Physical Education Length of Course: Full year (20 Credits) Assumed Background Year 11 Physical Education. Focus of Capabilities Personal Development, Communication and Learning. Course Description In Physical Education students gain an understanding of human functioning and physical activity, and an awareness of the community structures and practices that influence participation in physical activity. Students explore their own physical capabilities and analyse performance, health, and lifestyle issues. They develop skills in communication, investigation, and the ability to apply knowledge to practical situations. Content Stage 2 Physical Education consists of two key areas of study and related key concepts: • Practical Skills and Applications • Principles and Issues Practical Skills and Applications Students complete three practical units that cater for the different skills and interests of the students. Kayaking is often one of the practical units completed. Principles and Issues The Principles and Issues component consists of three modules: • Exercise Physiology and Physical Activity • The Acquisition of Skills and the Biomechanics of Movement • Issues Analysis Excercise Physiology and Physical Activity Areas of study include energy sources for physical performance; training and evaluation of physical performance; physiological factors affecting performance; and fatigue. Skill Acquisition and the Biomechanics of Movement Areas of study include how skill is acquired; specific factors affecting learning; psychology of learning and performance of physical skills; biomechanics and skilled performance. Issues Analysis This module enables students to investigate a selected topic of interest, focusing on an issue related to physical activity. Students will be expected to critically analyse and interpret their findings and experiences.

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Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Practical - 50% Folio - 20% External Assessment Examination - 30% A copy of student assessments must be kept at the school for moderation purposes. Relationship to further study Bachelor of Applied Science (Human Movement) Bachelor of Education: Junior Primary, Upper Primary or Lower Secondary (major in PE) TAFE: Certificate 4 in Fitness Diploma in Sport (Coaching) Diploma in Sport and Recreation Other Comments A cost factor may be incurred with some activities which require the hiring of suitable venues, equipment or specialised instructors.

St Dominic’s Priory College Curriculum Handbook 2011

Languages Other Than English Year 8

Year 9

Year 10

Year 11 SACE Stage 1

Year 12 SACE Stage 2

Two Semester Course

French Extended

Two Semester Course

Italian Extended

French Two Semester Course

Italian Two Semester Course

Year 8 French Length of Course: Full year Assumed Background: Nil Course Description The Year 8 course is aimed at • offering students an opportunity to learn a second language and gain an appreciation of its nature and structure. • offering students an opportunity to learn the culture, geography and history of France and its people. Students will develop the following linguistic elements through oral and written activities. • Address adults and children • Stress words • Ask people how they feel • Introduce or point out someone • Use liaison with numbers (1-12) • Ask how something is spelt • Use accents and spelling marks • Use the indefinite article • Use the verb avoir • Use First and Second person singular • Use affirmative and negative sentences • Use the definite article • Give the classroom instructions • Find out another person’s name • Discuss nationalities (être) • Describe people • Ask about the date • Ask about Name Days and birthdays • Present family members and parts (avoir, s’appeler) • Use possessive and descriptive adjectives • Use regular verbs ending in -er in the present tense (porter, resembler) • Talk about professions

Culture The following cultural aspects will be covered: • Famous French people • French school life • French names • French words used in English • French celebrations • The French-speaking world • French teenage parties • French family life • Paris Assessment There will be a variety of tasks to assess skills in each of the three strands of language communication: • Communication • Understanding Language • Understanding Culture Communication • Listening: Listening Comprehension • Speaking: Dialogue, Role Play • Reading: Reading Comprehension • Writing: Letter, Poster Understanding Language • Grammar and Language Tasks Understanding Culture • Research Project on an aspect of French culture

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St Dominic’s Priory College Curriculum Handbook 2011

Year 9 French Length of Course: Full year Assumed Background A satisfactory pass in Year 8 French Course Description Year 9 French aims to provide an opportunity for students to extend the language skills developed in Year 8 and to further their knowledge of French culture, history and geography. Students of French will develop the following language skills through oral and written activities. They will learn to: • • • •

Say where they are from Tell the time Introduce their family Offer and ask for food and drinks

• • • • • • • • • • • • • • •

Ask about prices Talk about the weather Describe daily activities Offer and receive invitations Find out where people are Ask questions Describe people Talk about people and preferences Describe objects by colour and size Talk about getting around a French city Talk about going to places Talk about future plans Find out what people are talking about Talk about shopping and buying clothes Talk about leisure time activities

The following aspects of French culture will be covered. 1 French speaking countries 2 French food 3 Fast food in France 4 How leisure time is spent in France 5 Agriculture in France 6 Music and pop stars

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Assessment There will be a variety of tasks to assess skills in each of the three strands of language communication: • Communication • Understanding Language • Understanding Culture Communication • Listening: Listening Comprehension • Speaking: Dialogue, Role Play, Oral Presentation • Reading: Reading Comprehension • Writing: Letter, Postcard, Diary entry, Descriptive text Understanding Language Grammar and language tasks Understanding Culture Research Project on an aspect of French culture with Oral Presentations

St Dominic’s Priory College Curriculum Handbook 2011

Year 10 French Length of Course: Full year Assumed Background A satisfactory pass in Year 9 French. Course Description The aims of this course are to: • Further develop an awareness of the cultural background of countries in which French is spoken. • Further develop strategies for learning and sustaining communication skills in both spoken and written French. • Develop students’ awareness of language as a system. • Assist students to acquire transferable cognitive, social, and learning skills. • Reflect on the role of language and culture in everyday life. Students in this course will develop the communicative language skills whilst being exposed to new grammatical structures. They will continue to develop these skills through oral and written activities and the use of tapes and videos. Students will aim to master communicative tasks such as: • Giving information about themselves, their family and friends. • Describing their relationship to them. • Describing their physical appearance and personality. • Describing their house and bedrooms and clothing. • Saying where things are . • Talking about their suburb and town, its shops and leisure activities. • Talking about what they need, what they want to do, can and must do at school and at home. • Talking about their favourite films, books and TV shows. • Talking about their leisure activities at home and with friends. • Talking about their daily activities at home and at school. • Arranging to go out with friends, inviting and refusing invitations, suggesting different activities. • Answering the phone and taking a message. • Saying that you know him, her or them. • Describing what they have recently done and are going to do. • Talking about what they have done in the past.

Assessment There will be a variety of tasks to assess skills in each of the three strands of language communication: • Communication • Understanding Language • Understanding Culture Semester 1 Communication • Listening: Comprehensions – audio/DVD, text book exercises, Songs • Speaking: Oral presentations, Role plays, Conversation • Reading: Reading comprehension, text analysis – film, song • Writing: Brochures/posters; letters, email, postcards, diary and reviews; giving instructions; dialogues/scripts; speech/ article Understanding Language Grammar and language activities Understanding Culture Research on aspects of French culture and write magazine article Semester 2 Communication • Listening: Comprehensions – audio/DVD; text book exercises; songs • Speaking: Oral presentations; role plays; conversation • Reading: Reading comprehension • Writing: Brochures/posters; letters, email, postcards, diary and reviews; giving instructions; dialogue instructions; dialogue/scripts; speech/article Understanding Language Grammar and language activities Understanding Culture • Research on a French tourist attraction • PowerPoint and/or Oral Presentation

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St Dominic’s Priory College Curriculum Handbook 2011

French Continuers Stage 1 Length of Course Full year (20 credits) Assumed Background A satisfactory pass in Year 10 French Focus Capabilities In French, the three most important capabilities that are developed in students are those related to communication, citizenship and work. Course Description Content Students explore a range of prescribed themes and topics from the perspectives of diverse individuals and groups in the French-speaking communities and in their own community. The prescribed themes are: • The Individual • French-speaking communities • The Changing World Learning in French By exploring the above themes, students: • Learn about themselves • Interact with others to exchange information, ideas, opinions and experiences in French in a variety of contexts • Create texts in French for specific audiences, purposes and contexts to express information, feelings, ideas and opinions • Analyse a variety of texts in French to interpret meaning and explore features of content, context, structure and purpose • Examine relationships between language, culture and identity and reflect on the ways in which culture influences communication • Compare languages and how they work as a system, and develop their ability to move between French and English • Use the skills of reading, viewing, listening and speaking to create and engage effectively with a range of texts in French Assessment Performance Standards The teacher uses the SACE performance standards to provide feedback to students on the quality and standard of the evidence of their learning. Assessment tasks are designed to enable students to demonstrate evidence of their learning in the following design criteria: • Ideas • Expression • Interpretation and Reflection

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Assessment Types At Stage 1, assessment is school-based only. Students have the opportunity to demonstrate evidence of their learning in Stage 1 French at Continuer’s level through the following assessment types: • Assessment Type 1: • Assessment Type 2: • Assessment Type 3:

Interacting in French Creating texts in French Analysing and Interpreting texts in

• Assessment Type 4:

French Investigative Study

Relationship to further study The study of French contributes to the overall education of students, particularly in the areas of communication, crosscultural understanding, literacy, and general knowledge. The study of French promotes understanding of different attitudes and values within the wider Australian community and beyond. It also provides access to a significant part of the culture, traditions, and attitudes of the many French-speaking countries and communities around the world. French is the official language for the Olympic Games, the United Nations, the European Union, the South Pacific Commission, the Organisation for African Unity, and international conferences. Students will develop linguistic ability and gain cultural understanding through the study of the French language. The ability to communicate in French should also promote understanding, harmony, and cooperation with French-speaking communities in Australia and may, in conjunction with their other skills, increase students’ vocational opportunities. Knowledge of French may be an advantage in seeking employment in many fields such as the arts, banking and international finance, commerce, the food and catering industries, diplomacy, education and research, fashion and cosmetics, government, hospitality (e.g. hotels, restaurants), the law, the media (e.g. journalism), science and technology, tourism (e.g. airlines), translating and interpreting, and winemaking. The study of French enhances enjoyment and appreciation of French culture through film, literature, music, cuisine, art and sport.

St Dominic’s Priory College Curriculum Handbook 2011

French Continuers Stage 2 Length of Course: Full year (20 Credits) Assumed Background A satisfactory pass in Stage 1 French. Focus Capabilities In French, the three most important capabilities that are developed in students are those relating to communication, citizenship and work. Course Description Content Students explore a range of prescribed themes and topics from the perspectives of diverse individuals and groups in the French-speaking communities and in their own community. The prescribed themes are: • The Individual • French-speaking Communities • The Changing World Learning in French By exploring the above themes, students: • Learn about themselves • Interact with others to exchange information, ideas, opinions and experiences in French in a variety of contexts • Create texts in French for specific audiences, purposes and contexts to express information, feelings, ideas and opinions • Analyse a variety of texts in French to interpret meaning and explore features of content, context, structure and purpose • Examine relationships between language, culture and identity and reflect on the ways in which culture influences communication • Compare languages and how they work as a system, and develop their ability to move between French and English • Use the skills of reading, viewing, listening and speaking to create and engage effectively with a range of texts in French Assessment Performance Standards The teacher uses the SACE performance standards to provide feedback to students on the quality and standard of the evidence of their learning. Assessment tasks are designed to enable students to demonstrate evidence of their learning in the following design criteria: • Ideas • Expression • Interpretation and Reflection

Assessment Types Stage 2 French has a school-based assessment component and an external assessment component. The following assessment types enable students to demonstrate evidence of learning: School-based Assessment - 70% • Assessment Type 1: Folio (50%) • Assessment Type 2: In-depth Study (20%) External Assessment - 30% • Assessment Type 3: Examination (30%) School-based Assessment Assessment Type 1: Folio (50%) There are three assessments for the folio: • Interaction • Text Production • Text Analysis Students should undertake all three assessments for the folio at least once. Assessment Type 2: In-depth Study (20%) There are three assessments for the in-depth study: • An oral presentation in French (3 to 5 minutes) • A written response to the topic in French (600 characters / 500 words) • A reflective response in English (600 words or 5 to 7 minutes) External Assessment Assessment Type 3: Examination (30%) The examination consists of: • An oral examination • A written examination Oral Examination The oral examination is designed to asses primarily students’ knowledge and skill in using spoken French. The oral examination takes 10 to 15 minutes. Written Examination The 3-hour written examination has three sections: • Section 1: Listening and Responding • Section 2: Reading and Responding • Section 3: Writing in French

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St Dominic’s Priory College Curriculum Handbook 2011

Year 8 Italian Relationship to further study The study of French contributes to the overall education of students, particularly in the areas of communication, crosscultural understanding, literacy, and general knowledge. The study of French promotes understanding of different attitudes and values within the wider Australian community and beyond. It also provides access to a significant part of the culture, traditions, and attitudes of the many French-speaking countries and communities around the world. French is the official language for the Olympic Games, the United Nations, the European Union, the South Pacific Commission, the Organisation for African Unity, and international conferences. Students will develop linguistic ability and gain cultural understanding through the study of the French language. The ability to communicate in French should also promote understanding, harmony, and cooperation with French-speaking communities in Australia and may, in conjunction with their other skills, increase students’ vocational opportunities. Knowledge of French may be an advantage in seeking employment in many fields such as the arts, banking and international finance, commerce, the food and catering industries, diplomacy, education and research, fashion and cosmetics, government, hospitality (e.g. hotels, restaurants), the law, the media (e.g. journalism), science and technology, tourism (e.g. airlines), translating and interpreting, and winemaking. The study of French enhances enjoyment and appreciation of French culture through film, literature, music, cuisine, art and sport.

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Length of Course: Full year (Compulsory) Assumed Background: Nil Course Description This course is aimed at: • making students aware of the nature and the role of language and its relationship to culture and; • helping students to develop attitudes and strategies that will lead to effective language learning as well as a sense of personal responsibility for that learning. Students of Italian will develop the following language skills through oral and written activities. They will learn to: • Say ‘Hi!’ and ‘Bye!’, ‘Hello’ and ‘Goodbye’ • Ask someone’s name • Say your name • Ask how someone is • Say how you are • Introduce someone and give their name • Say someone is cute • Say the days of the week • Tell people to hurry • Tell your dog to ‘Come!’ and ‘Get down!’ • Count to 30 • Do some sums in Italian • Do your 2 and 3 times tables • Ask and give ages • Talk about your likes and dislikes • Ask about someone else’s likes and dislikes • Say some school subjects in Italian • Say which team you go for • Give the date of your birthday and your onomastico • Give some commands • Say the months of the year • Introduce people in your family • Say how old they are • Say what they’re like • Describe yourself • Count to 100 • Tell the time on the hour and half-hour • Say ‘Good evening’ and ‘Good night’ • Say where some animals live • Describe some animals • Say what colour they are • Ask and tell how many there are • Say what animals you like and dislike • Say what pets you have • Sing Nella vecchia fattoria

St Dominic’s Priory College Curriculum Handbook 2011

Year 9 Italian Culture Students will also become familiar with the following cultural elements: • Italian names and name days (onomastico) • The meanings of Italian names for the days of the week • The Italian gesture for ‘Come here!’ • How Italian towns celebrate their patron saints • San Francesco d’Assisi • Some aspects of school life in Italy • The interrogazione tests at school • Il calcio and the teams that make up Serie A • Some family celebrations in Italy • Some Latin connections between Italian and English • The ‘family’ of Romance languages • Pecorino cheese • Farm life in Italy • Ancient Rome, capital of the Roman Empire • The story of Romolo and Remo • Sporting feats at il Circo Massimo • Gruesome battles at il Colosseo Assessment There will be a variety of tasks to assess skills in each of the three strands of language communication: • Communication • Understanding Language • Understanding Culture Communication • Listening: Listening Comprehension • Speaking: Dialogue, Role Play • Reading: Reading Comprehension • Writing: Letter, Poster Understanding Language Grammar and Language Tasks Understanding Culture Research Project on an aspect of Italian culture with Oral presentation

Length of Course: Full year Assumed Background: Satisfactory pass in Year 8 Italian Course Description Year 9 Italian aims to provide an opportunity for students to extend the language skills developed in Year 8 and to further their knowledge of Italian culture, history and geography. In this course the following communicative functions will be covered in oral and written forms: • Say what instruments people play • Say what sports you play • Say what you do on the weekend • Say who plays what sport • Ask and say where and when things are happening • Find out when people are free • Ask what someone is doing • Say in which city and in what country people live • Say what nationality people are • Say when you were born • Say what language people speak • Tell the time (any time, day or night) • Say how often you do something • Ask if people are free • Say where you’re going • Say how you’re getting there • Say at what time you’re catching the bus, train, ferry, aeroplane or tram • Ask someone how to get somewhere • Tell people what transport they have to take • Ask and say what time someone is leaving • Say what time someone is arriving • Say how long it takes to go somewhere • Say what food you like and don’t like • Talk about different types of pizza and pasta • Ask and tell how much something costs • Ask someone what they’re ordering • Order something for yourself • Say something is ‘really...’ • Say what sort of Gelato you prefer

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St Dominic’s Priory College Curriculum Handbook 2011

Year 10 Italian Culture Students will become familiar with the following cultural elements: • Famous piazze and fontane in Italy • Hanging out with friends at the piazza • La passeggiata and fare bella figura • What young Italians do in their free time • Bologna: fine food and fast cars • Sicily: geography, cuisine and language • The Italian language throughout the world • Means of transport in Italy • Motor scooter licences for 14-year-olds • The Ape and Vespa: insects or vehicles? • The gondola: a special Venetian means of transport • Different sorts of pasta, pizza, bread and gelato • Nutella, a famous Italian spread • Italian currency: the Euro • Italian products used worldwide Assessment There will be a variety of tasks to assess skills in each of the three strands of language communication: • Communication • Understanding Language • Understanding Culture Communication • Listening: Listening Comprehension • Speaking: Dialogue, Role play, Oral presentation • Reading: Reading Comprehension • Writing: Letter, Postcard, Diary entry, Descriptive text Understanding Language Grammar and language tasks Understanding Culture Research project on an aspect of Italian culture with Oral presentation

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Length of Course: 2 semesters Assumed Background A satisfactory pass in Year 9 Italian Course Description The aims of this course are to: • Promote students’ communicative skills in both spoken and written Italian. • Extend students’ understanding of the culture and way of life in countries where Italian is spoken, as well as in those communities within Australia where Italian is used. • Develop students’ understanding of language as a system. • Assist students to acquire transferable cognitive, social, and learning skills. • Encourage students’ enjoyment of language and language learning and to extend their general literacy. Students in this course will develop the following language skills whilst being exposed to new grammatical structures. They will continue to develop these skills through oral and written activities and the use of tapes and videos. Students will learn to: • talk about the different rooms in their house • describe the different types of houses • say the date, including the year • count above 1000 • talk about different places around town • ask and give directions • say ‘to’, ‘from’, ‘near’, ‘next to’, ‘opposite’ • discuss life in the city and the country • use ordinal numbers • address people correctly in more formal situations • talk on the telephone (say ‘hello’, identify themselves, ask to speak to someone else, say that they are putting someone else on) • ask permission to do something • say what people can and can’t do • say what people have to do • say what people want to do • say who is and isn’t coming • talk about what is ‘mine’, ‘yours’, ‘his’, ‘hers’ • shop for clothes and accessories (talk about colour, size, price) • talk about what they and other people have done (or will do) • say when, where, and how people went • say when, where, and how people came • say ‘of the’, ‘in the’, and ‘on the’, using articulated prepositions • talk about films they have seen

St Dominic’s Priory College Curriculum Handbook 2011

Italian Continuers Stage 1 • • • • • • • • • • • •

talk about different parts of the body ask people what’s wrong with them say what’s wrong with themselves say that people have played, shouted, talked (etc.) too much say that people have eaten too much / too many talk about the seasons use gestures to communicate more expressively talk about their daily routine express opinions about health and physical fitness say when and how people left, arrived, went out, came back say what time people got up, got dressed, etc. discuss a fitness training schedule

Assessment There will be a variety of tasks to assess skills in each of the three strands of language communication: • Communication • Understanding Language • Understanding Culture Semester 1 Communication • Listening: Comprehensions – audio/DVD; Text book exercises; Songs • Speaking: Oral presentation; Role plays; Conversation • Reading: Reading comprehension • Writing: Brochures/posters; letters, email, postcards, diary and reviews; Giving instructions; Dialogue; scripts; Speech/ article Understanding Language Grammar and language activities Understanding Culture Research topic: Oral presentation Semester 2 Communication • Listening: Comprehensions – audio/DVD; Text book exercises; Songs • Speaking: Oral presentations; Role plays; Conversation • Reading: Reading comprehension • Writing: Brochures/posters; letters, email, postcards, diary and reviews; giving instructions; dialogue/scripts; speech/ article

Length of Course Full year (20 credits) Assumed Background A satisfactory pass in Year 10 Italian Focus Capabilities In Italian, the three most important capabilities that are developed in students are those relating to communication, citizenship and work Course Description Content Students explore a range of prescribed themes and topics from the perspectives of diverse individuals and groups in the Italian-speaking communities and in their own community. The prescribed themes are: • The Individual • Italian-speaking Communities • The Changing World Learning in Italian By exploring the above themes, students: • Learn about themselves • Interact with others to exchange information, ideas, opinions and experiences in Italian in a variety of contexts • Create texts in Italian for specific audiences, purposes and contexts to express information, feelings, ideas and opinions • Analyse a variety of texts in Italian to interpret meaning and explore features of content, context, structure and purpose • Examine relationships between language, culture and identity and reflect on the ways in which culture influences communication • Compare languages and how they work as a system, and develop their ability to move between Italian and English • Use the skills of reading, viewing, listening and speaking to create and engage effectively with a range of texts in Italian

Understanding Language Grammar and Language activities Understanding Culture • Research Project on an Italian tourist attraction • PowerPoint/Oral Presentation Page 59

St Dominic’s Priory College Curriculum Handbook 2011

Italian Continuers Stage 2 Assessment

Length of Course: Full year (20 Credits)

Performance Standards The teacher uses the SACE performance standards to provide feedback to students on the quality and standard of the evidence of their learning. Assessment tasks are designed to enable students to demonstrate evidence of their learning in the following design criteria: • Ideas • Expression • Interpretation and Reflection

Assumed Background A satisfactory pass in Stage 1 Italian.

Assessment Types At Stage 1, assessment is school-based only. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Italian at Continuers Level through the following assessment types: • Assessment Type 1: Interacting in Italian • Assessment Type 2: Creating texts in Italian • Assessment Type 3: Analysing and Interpreting texts in Italian • Assessment Type 4:

Investigative Study

Relationship to Further Study The study of languages is an important area of learning in Australia’s multicultural society. Not only does it provide access to other cultures but it also enriches the individual by broadening language skills in general and by enhancing lateral thinking and verbal intelligence. These skills can be transferred to all other areas of learning. Italian, in particular, is a widely used language in Australia as it is spoken by a large percentage of Italian migrants. But it is not just a community language. It is also an important language for education and research purposes in the areas of Music, Art, Architecture and Gastronomy. Students in these fields will recognise the advantages of studying Italian, given the contribution that Italian culture has made to these human pursuits. Italian language skills will also be useful to students of Tourism as the number of Italian visitors to Australia is constantly on the increase. Furthermore, in the present day global job market, individuals with the knowledge of a second or third language are highly valued and given due recognition by international agencies and corporations. The Stage 1 Italian curriculum will provide students with a range of adjunct skills which are easily transferable to other areas of study.

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Focus Capabilities In Italian, the three most important capabilities that are developed in students are those relating to communication, citizenship and work. Course Description Content Students explore a range of prescribed themes and topics from the perspectives of diverse individuals and groups in the Italianspeaking communities and in their own community. The prescribed themes are: • The Individual • Italian-speaking Communities • The Changing World Learning in Italian By exploring the above themes, students: • Learn about themselves • Interact with others to exchange information, ideas, opinions and experiences in Italian in a variety of contexts • Create texts in Italian for specific audiences, purposes and contexts to express information, feelings, ideas and opinions • Analyse a variety of texts in Italian to interpret meaning and explore features of content, context, structure and purpose • Examine relationships between language, culture and identity and reflect on the ways in which culture influences communication • Compare languages and how they work as a system, and develop their ability to move between Italian and English • Use the skills of reading, viewing, listening and speaking to create and engage effectively with a range of texts in Italian Assessment Performance Standards The teacher uses the SACE performance standards to provide feedback to students on the quality and standard of the evidence of their learning. Assessment tasks are designed to enable students to demonstrate evidence of their learning in the following design criteria: • Ideas • Expression • Interpretation and Reflection

St Dominic’s Priory College Curriculum Handbook 2011

External Assessment Assessment Type 3: Examination (30%) The examination consists of: • An oral examination • A written examination Oral Examination The oral examination is designed to asses primarily students’ knowledge and skill in using spoken Italian. The oral examination takes 10 to 15 minutes. Written Examination The 3-hour written examination has three sections: • Section 1: Listening and Responding • Section 2: Reading and Responding • Section 3: Writing in Italian

Assessment Types Stage 2 Italian has a school-based assessment component and an external assessment component. The following assessment types enable students to demonstrate evidence of learning: School-based Assessment - 70% • Assessment Type 1: Folio (50%) • Assessment Type 2: In-depth Study (20%) External Assessment - 30% • Assessment Type 3: Examination (30%) School-based Assessment Assessment Type 1: Folio (50%) There are three assessments for the folio: • Interaction • Text Production • Text Analysis Students should undertake all three assessments for the folio at least once. Assessment Type 2: In-depth Study (20%) There are three assessments for the in-depth study: • An oral presentation in Italian (3 to 5 minutes) • A written response to the topic in Italian (600 characters / 500 words) • A reflective response in English (600 words or 5 to 7 minutes)

Relationship to further study The study of languages is an important area of learning in Australia’s multicultural society. Not only does it provide access to other cultures but it also enriches the individual by broadening language skills in general and by enhancing lateral thinking and verbal intelligence. These skills can be transferred to all other areas of learning. Italian, in particular, is a widely used language in Australia as it is spoken by a large percentage of Italian migrants. But it is not just a community language. It is also an important language for education and research purposes in the areas of Music, Art, Architecture and Gastronomy. Students in these fields will recognise the advantages of studying Italian, given the contribution that Italian culture has made to these human pursuits. Italian language skills will also be useful to students of Tourism as the number of Italian visitors to Australia is constantly on the increase. Furthermore, in the present day global job market, individuals with the knowledge of a second or third language are highly valued and given due recognition by international agencies and corporations. The Stage 2 Italian curriculum will provide students with a range of adjunct skills which are easily transferable to other areas of study.

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St Dominic’s Priory College Curriculum Handbook 2011

Mathematics Year 8

Two Semester Course

Year 9

Year 10

Two Semester Course

Mathematics Two Semesters

Year 11 SACE Stage 1 Sem 1

Sem 2

Maths Methods

Mathematical Applications Two Semesters

Mathematical Methods

Maths Methods

Mathematical Studies

Maths Studies

Maths Methods

Specialist Maths

Maths Studies

Maths Applications

Year 12 SACE Stage 2

Maths Applications

Specialist Mathematics Mathematical Applications

Numeracy for Work and Community Life

Year 8 Mathematics

Year 9 Mathematics

Length of Course: Full year

Course Description Consolidation of basic skills and development of students’ ability to read, understand and interpret information. A selection of core subjects forms the year’s program. The topics are: • Whole numbers and Integers • Probability and Statistics • Rational and Decimal Numbers • Algebra • Coordinate Geometry • Geometry • Measurement

Assumed Background Successful completion of Year 8 Mathematics

Assessment Assessment is continuous on a topic by topic basis and is weighted accordingly. It is broken up into three categories: • Topic Tests • Mathsmates • Portfolio work Students are graded against the following criteria: accuracy, routine skills, higher level skills, problem solving and interpretation and communication.

Course Description This is a core subject for all Year 9 students [with an extension class]. It aims to develop a background knowledge for further studies in Mathematics. The topics are: • Number theory • Algebra • Pythagoras’ Theorem • Measurement • Geometry • Exponents • Coordinate Geometry • Probability and Statistics • Percentages and Interest Calculation All students learn to use Graphics Calculator as each semester progresses. Assessment Assessment is continuous on a topic by topic basis and is weighted accordingly. It is broken up into three categories: • Topic Tests • Mathsmates • Portfolio work Students are graded against the following criteria: accuracy, routine skills, higher level skills, problem solving and interpretation and communication.

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Relationship to further study The student’s performance in Year 9 Maths will help determine their Mathematics course in Year 10. The recommendation for students who achieve below 75% in Year 9 is Mathematical Applications in Year 10.

St Dominic’s Priory College Curriculum Handbook 2011

Year 10 Mathematical Applications

Year 10 Mathematics (Core or Extension)

Length of Course: Full year

Assumed Background: Year 9 Mathematics

Assumed Background At least 75% average for Year 9 Mathematics

Course Description This course aims to develop a background knowledge for further studies in Mathematical Applcications. Topics studied include: • Percentages and Fractions • Simple and Compound Interest • Measurement • Trigonometry • Statistics • Interpreting Graphs • Business Mathematics • Real World Applications (Doll House Designs, buying a car) All students learn to use the Graphics Calculator as each semester progresses. Assessment Assessment is continuous on a topic by topic basis and is weighted accordingly. It is broken up into three categories: • Topic Tests • Portfolio Work (Projects & Investigations) • Examinations Students are graded against the following criteria: accuracy, routine skills, higher level skills, problem solving and interpretation and communication. Relationship to further study This subject prepares students for Stage 1 and Stage 2 Mathematical Applications, or Stage 1 Numeracy for Work and Community Life. Students must research carefully to find the appropriate Mathematics for their career choices.

Course Description This course aims to develop background knowledge and skills for further studies in Mathematical Methods, Mathematical Studies, and Specialist Mathematics. Topics studied include: • Linear and Quadratic Algebra • Coordinate and Plane Geometry • Measurement and Trigonometry • Quadratic and Exponential Functions • Statistics • Business Mathematics All students learn to use the Graphics Calculator as each semester progresses. Assessment Assessment is continuous on a topic by topic basis and is weighted accordingly. It is broken up into three categories: • Topic Tests • Portfolio Work • Examinations Students are graded against the following criteria: accuracy, routine skills, higher level skills, problem solving and interpretation and communication. NB: There is an end of semeter exam for each Maths subject, with a 20% weighting of the final grade. Relationship to further study These courses intend to prepare students for sequential units in Year 11. Students must achieve a minimum of 70% average to be recommended for Mathematical Methods, 75% average to be recommended for Mathematical Studies or 80% for Specialist Mathematics, and obtain a teacher recommendation in order to continue with the sequence in Year 11. Otherwise, the student may be recommended to continue their study of Mathematics through the Mathematical Applications pathway. Students must research carefully to find the appropriate Mathematics for their career choices.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Numeracy for Work and Community Life

Stage 1 Mathematical Applications

Length of Course: semester 1 (10 credits)

Length of Course 1 semester (10 credits) or 2 semesters (20 credits)

Assumed Background Completion of Year 10 Mathematical Applications. Focus of Capabilities The focus capabilities for this subject are communication, citizenship, personal development, work and learning. Course Description This course enables students to build on their knowledge and understanding of mathematical information and its relationship to everyday contexts. It is intended primarily for those students who, through their personal learning plans, have identified numeracy skills as an area for development. Students will discuss and share ideas as they explore, select, and apply a range of mathematical concepts, processes, and strategies to everyday problems and situations. Students will develop their critical thinking skills by making choices to solve problems, and by communicating mathematical processes and results with clarity and understanding. This subject will provide opportunities for students to meet the SACE numeracy requirement, and to gain additional numeracy support for their studies and future pathways. Content The program is based on one or a combination of the following contexts for study. • Numeracy for Work • Numeracy for Community Life • Numeracy for Daily Life • Numeracy for Leisure • A Negotiated Study In each of the five contexts of study, the starting point is a focus on the particular numeracy skills and strategies that are relevant to the needs of the students. Assessment Assessment is school based. Students demonstrate evidence of their learning through the following assessment types: • Skills and Assessment Tasks • Folio Other Comments Students who achieve a C grade or better in this unit meet the compulsory 10 credit numeracy requirement.

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Assumed Background Satisfactory completion of Year 10 Mathematical Applications with a minimum 60% average. Focus of Capabilities The focus capabilities for this subject are communication, citizenship, personal development, work and learning. Course Description The topics in this course are more applied and provide a background for students proceeding to Stage 2 Mathematical Applications. They also give a sound preparation for future everyday use of Mathematics. Content Semester 1 • Earning and Spending • Saving and Borrowing • Measurement Semester 2 • Simulating Random Processes / Probability • Trigonometry • Statistics (Project-based learning) Assessment Assessment is school based. Students demonstrate evidence of their learning through the following assessment types: • Skills and Assessment Tasks • Folio Relationship to further study Completion of the 20 credit (full year) sequence with a minimum of 70% average is the prerequisite for Stage 2 Mathematical Applications. Other Comments: Students who receive a C grade or better in 10 credits (half year) of this subject meet the compulsory 10-credit numeracy requirement.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Mathematical Methods/ Mathematical Studies

Length of Course: semester 1 (10 credits)

Length of Course: semester 2 (10 credits)

Assumed Background Minimum 70% average for Mathematics in Year 10 with teacher recommendation

Focus of Capabilities The focus of capabilities for this subject are communication, citizenship, personal development, work and learning.

Course Description In the study of this unit students participate in a wide variety of problem-solving activities. They learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem-solving with the goal of communicating to others the relationships observed and the problems solved.

Content Topics in this unit are: • Quadratic and other Polynomials • Models of Growth • Coordinate Geometry

Content Topics in this unit are: • Linear Functions and Applications • Graphs and Functions • Statistics

Assessment Assessment is school based. Students demonstrate evidence of their learning through the following assessment types: • Skills and Assessment Tasks • Folio

Relationship to further study This is the first unit of two units needed (at least a B grade or a minimum 70% average) as necessary background for students proceeding to Stage 2 Mathematical Methods. Or This is the first unit of three units needed (at least a high B grade or a minimum 75% average) as necessary background for students proceeding to Stage 2 Mathematical Studies Or This is the first unit of four units (at least an A grade or a minimum 80% average) as necessary background for students proceeding to Stage 2 Specialist Mathematics.

Relationship to further study This is the second unit of two units needed (at least a B grade or a minimum 70% average) as necessary background for students proceeding to Stage 2 Mathematical Methods. Or This is the second unit of three units needed (at least a high B grade or a minimum 75% average) as necessary background for students proceeding to Stage 2 Mathematical Studies Other Comments • Students who achieve a C grade or better in this unit meet the compulsory 10 credit numeracy requirement

Other Comments • Students who achieve a C grade or better in this unit meet the compulsory 10 credit numeracy requirement • There is an option at the end of this unit for students to change to Stage 1 Mathematical Applications in semester 2 (dependent on numbers)

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Mathematical Studies

Stage 1 Specialist Mathematics

Length of Course 1 unit in semester 2 (10 credits)

Length of Course: 1 unit in semester 1 (10 credits)

Assumed Background Minimum 75% average for Mathematics in Year 10 with teacher recommendation.

Assumed Background Minimum of 80% average for Mathematics in Year 10 with teacher recommendation.

Focus of Capabilities The focus capabilities for this subject are communication, citizenship, personal development, work and learning.

Content The topics in this unit are: • Further Coordinate Geometry • Further Polynomials • Extended Functions and Graphs • Matrices

Content The topics of this unit are: • Planar Geometry • Trigonometry • Periodic Phenomena

Assessment Assessment is school based. Students demonstrate evidence of their learning through the following assessment types: • Skills and Assessment Tasks • Folio Relationship to further study This is the third unit of three units needed (at least a B grade or a minimum of 75% average) as necessary background for students proceeding to Stage 2 Mathematical Studies. Other Comments Students who achieve a C grade or better in this unit meet the compulsory 10 credit numeracy requirement.

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Assessment Assessment is school based. Students demonstrate evidence of their learning through the following assessment types: • Skills and Assessment Tasks • Folio Relationship to further study This is the second unit of four units needed (at A grade or a minimum of 80% average) as necessary background for students proceeding to Stage 2 Specialist Mathematics. Other Comments Students who achieve a C grade or better in this unit meet the compulsory 10 credit numeracy requirement.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Mathematical Applications

Stage 2 Mathematical Methods

Length of Course: Full year (20 credits)

Assumed Background Students who study this course must have successfully completed two units of Stage 1 Mathematical Methods. A minimum average of 70% in Stage 1 is required to continue in Stage 2.

Assumed Background Students who study this course must have successfully completed 20 credits of Stage 1 Mathematical Applications or Stage 1 Mathematical Methods. A minimum average of 70% in Stage 1 is required to continue in Stage 2. Focus of Capabilities The focus capabilities for this subject are communication, citizenship, personal development, work and learning. Course Description The topics in this course have applications in financial aspects of daily life as well as in business. There are four topics of study (two per semester): • Share Investments • Matrices • Statistics • Investments and Loans Assessment The school assessment component is weighted at 70% but is broken into two categories: • Skills and Assessment Tasks (30%) • Folio (40%) External Assessment

30%

Moderation of the first two categories will involve submission of the entire Portfolio of assessment tasks for grade confirmation. Relationship to further study This course can lead to tertiary studies in accounting, management, health sciences, psychology and the social sciences. It is a great subject for students who go to the workforce and/or TAFE.

Length of Course: Full year (20 credits)

Focus of Capabilities The focus capabilities for this subject are communication, citizenship, personal development, work and learning. Course Description The following four topics formulate this Stage 2 course: 1 Working with Statistics (Normal and Binomial Distributions) 2 Algebraic Models (Linear, exponential and Power) 3 Differential Calculus 4 Linear Models (Linear Programming and Matrices) Assessment The school assessment component is weighted at 70% but is broken into two categories: • Skills and Applications Tasks (45%) • Folio (25%) External Examination

30%

Moderation of the first two categories will involve submission of the entire Portfolio of assessment tasks for grade confirmation. Relationship to further study This course is intended to lead to tertiary studies in accounting, management, computer studies, health sciences, business, psychology and the social sciences. It is a great background subject for students considering law or journalism.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Mathematical Studies

Stage 2 Specialist Mathematics

Length of Course: Full year (20 credits)

Assumed Background Students who study this course must have successfully completed three units of Stage 1 Mathematical Methods / Studies. A minimum average of 75% in Stage 1 is required to continue in Stage 2.

Assumed Background Students who study this subject in Year 12 must simultaneously study Mathematical Studies. They must have completed three units of Mathematical Studies and also a fourth unit called Specialist Maths in Stage 1. A minimum average of 80% in Stage 1 is required to do this subject.

Focus of Capabilities The focus capabilities for this subject are communication, citizenship, personal development, work and learning. Course Description The following three major topics formulate this Stage 2 course: 1 Working with Statistics (Normal and Binomial Distribution) 2 Functions and Graphs, involving both Differential and Integral Calculus 3 Linear Equations and Matrices Assessment The school assessment component is weighted at 70% but is broken into two categories: • Skills and Applications Tasks (45%) • Folio (25%) External Examination

30%

Moderation of the first two categories will involve submission of the entire Portfolio of assessment tasks for grade confirmation. Relationship to further study This course is intended to lead to tertiary studies in commerce/ economics, computer studies, architecture, health sciences and all other sciences (biological, geological, agricultural and environmental).

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Focus of Capabilities The focus capabilities for this subject are communication, citizenship, personal development, work and learning. Course Description The following five topics formulate this Stage 2 course: 1 Trigonometric Functions and Graphs 2 Polynomials and Complex Numbers 3 Vectors and Geometry 4 Further Calculus 5 Differential Equations Assessment The school assessment component is weighted at 70% but is broken into two categories: • Skills and Applications Tasks (45%) • Folio: (25%) External Examination

30%

Moderation of the first two categories will involve submission of the entire Portfolio of assessment tasks for grade confirmation. Relationship to further study In conjunction with Mathematical Studies, this course will enable students to undertake tertiary studies in the mathematical sciences, engineering, computer science, the physical sciences and surveying.

St Dominic’s Priory College Curriculum Handbook 2011

Personal Learning Plan (PLP) Year 8

Year 9

Year 10

Year 11 SACE Stage 1

Year 12 SACE Stage 2

Personal Learning Plan

Length of Course: Semester course studied over a full year Course Credit Points: 10 credits Assumed Background None required Focus of Capabilities • Communication • Citizenship • Personal Development • Work • Learning The capabilities enable students to make connections in their learning within and across subjects in a wide range of context. Course Description PLP is designed to help students make informed decisions about their personal development, education, training and future pathways. This subject is a structured program of learning to assist students to achieve success in the SACE and to prepare for work, further education and community life and to develop their knowledge and skills to develop, use, review and adjust their plans. The aims of PLP is for students to develop knowledge and skills that will enable them to: • identify appropriate future options • choose appropriate subjects and courses for their SACE • review their strengths and areas for development, including literacy, numeracy and information and communication technology skills • identify goals and plans for improvement • monitor their actions and review and adjust plans as needed to achieve goals

Content 1 What is SACE and PLP 2 Citizenship and Gala Day 3 Understanding ‘me as a learner’ 4 Setting goals 5 Investigation in Career Pathways 6 Subject Selections and my Career Goal 7 Reviewing Goals and making adjustments 8 Work Experience Assessment A variety of assessment tasks will be undertaken: 1 Understanding PLP 2 Citizenship and Gala Day 3 Skills Audit 4 Goal setting 5 Subject selection 6 Career Research 7 Work Experience Students must achieve a ‘C’ grade or higher to gain the 10 credits. Relationship to further study The PLP provides students with opportunities to discuss and reflect on the capabilities they will need for success in their preferred pathways through and beyond school.

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St Dominic’s Priory College Curriculum Handbook 2011

Religious Education Year 8

Year 9

Core Course Two Semesters

Year 10 Core Course Two Semesters

Year 11 and Year 12 SACE Stages 1 and 2 Year 11 Stage 1 Religion Studies (10 credits over two semesters) Year 12 Stage 1 Religion Studies (10 credits over two semesters) OR Stage 2 Religion Studies 10 credit subject or 20 credit subject OR Stage 2 Society & Culture 10 credit subject or 20 credit subject

Year 8 Religious Education

Year 9 Religious Education

Length of Course: Full year

Assumed Background: None

Assumed Background: Year 8 Religious Education

Course Description: • Initiation into our Community • Sacrament of Baptism • Eucharist – a way of being community • Lent and Justice • Easter and Pentecost • Who is Jesus? • The Parables and the Kingdom • Biblical Studies • St Dominic and Sainthood • Leaders to Freedom – Moses & the Exodus • Mary of Nazareth • Advent/Christmas

Course Description • Understanding Religion • Jesus the Faithful Jew • Lent and Justice • Easter and Pentecost • The Early Christian Church • Prophets and Prophecy • Understanding the Bible • Human Relations and Sexuality • Caring for God’s creation • Advent/Christmas

Assessment Based on bookwork and assignments Relationship to further study Students continue studying Religious Education through to Year 12 at St Dominic’s. They can also continue studying in this subject area at Tertiary level.

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St Dominic’s Priory College Curriculum Handbook 2011

Year 10 Religious Education Length of Course: Full year Assumed Background: Year 9 Religious Education Course Description • New ways of Praying • Sacrament of Reconciliation • Lent and Justice • Towards Unity • Morality and Values • Life after Life – issues of death and dying • A study of the Gospel of Mark Assessment Based on bookwork, assignments and exam Relationship to further study Year 10 Religious Education aims to prepare students for their studies at senior level by developing further their understanding of not only aspects of the Catholic tradition, but those of other religions as well. Students will also have a chance to develop their skills in preparation for SACE Stage 1 Religion Studies.

Stage 1 Religion Studies (in Year 11) Length of Course Full year (10 credits) Assumed Background Successful completion of Year 10 Religious Education Focus of Capabilities The focus capabilities for this subject are communication, citizenship, and personal development. Course Description In Religion Studies students have the opportunity to study diverse religious and spiritual beliefs and value systems in Australian society and around the world, and explore how such a study can contribute to greater personal and interpersonal understanding. There is also an emphasis on understanding religious positions on ethical and social justice issues. Content • one religious and spiritual traditions study • one ethical or social justice issue study Religious and Spiritual Traditions Study may include: • meditation and prayer • images and understanding of God • religious experience • spirituality Ethical or Social Justice Issue Study may include: • religion and conflict • religion, crime and punishment • religion and freedom • religion and war and peace Assessment Students demonstrate evidence of their learning through the following assessment types: • Assessment Type 1: Practical Activity • Assessment Type 2: Issues Investigation • Assessment Type 3: Reflection Relationship to Further Study In Year 12, students can understake Religion Studies as either a one semester (10 credit) subject or two semester (20 credit) subject. Religion Studies or Theology can be undertaken at a tertiary level through many universities in Australia or overseas. Religion Studies provides a useful background to students pursuing careers in teaching, social justice work, chaplaincy, or church ministry.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Religion Studies (in Year 12) Length of Course Full year (10 credits) Assumed Background Successful completion of Stage 1 Religion Studies (in Year 11) Focus of Capabilities The focus capabilities for this subject are communication, citizenship, and personal development. Course Description In Religion Studies students have the opportunity to study diverse religious and spiritual beliefs and value systems in Australian society and around the world, and explore how such a study can contribute to greater personal and interpersonal understanding. There is also an emphasis on understanding religious positions on ethical and social justice issues. Content • one religious and spiritual traditions study • one ethical or social justice issue study Religious and Spiritual Traditions Study may include: • contemporary and traditional religious symbols and expressions • rituals and festivals • religious art Ethical or Social Justice Issue Study may include: • human rights issues • euthanasia • capital punishment • poverty • slavery Assessment Students demonstrate evidence of their learning through the following assessment types: • Assessment Type 1: Practical Activity • Assessment Type 2: Issues Investigation • Assessment Type 3: Reflection Relationship to Further Study Religion Studies or Theology can be undertaken at a tertiary level through many universities in Australia or overseas. Religion Studies provides a useful background to students pursuing careers in teaching, social justice work, chaplaincy, or church ministry.

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Stage 2 Religion Studies Length of Course: Full year (20 credits) or One semester (10 credits) Assumed Background Stage 1 Religion Studies Focus of Capabilities In Religion Studies, the main emphasis is on developing the capabilities for communication, citizenship, and personal development, which are reflected in the learning requirements, the content, the assessment requirements, and the performance standards. Course Description In Stage 2 Religion Studies the core topic provides students with an overview of religion and the study of religions and spiritualities, and gives a general introduction to the study of individual religious traditions. The core topic explores the nature of religion and the key phenomena that make up religion. Content: Core Topic • Understanding Religion Option Topics: Religious Traditions • Option Topic A Buddhism • Option Topic B Christianity Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment • Sources Analysis 25% • Written Assignments 20% • Practical Activity 25% External Assessment • Investigation

30%

Relationship to Further Study Students could take this subject with a view to further study in the fields of theology, religion, classics, history, philosophy or ethics. It could be an excellent basis for students considering a career in teaching in church-based schools or in ministry.

St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

Stage 2 Society and Culture Length of Course: Full year (20 credits) or one semester (10 credits) Assumed Background Successful completion of SACE Stage 1 Religion Studies. Focus of Capabilities In Society and Culture the main emphasis is on developing the capabilities for citizenship, learning, and communication which are reflected in the learning requirements, the content, the assessment design criteria and the performance standards. Course Description The content of the course is not set by prescribed texts. The social inquiry approach to learning forms the core of the study of Society and Culture. 10 credit subject: two topics each from a different group of topics will be undertaken. Students will also undertake an Investigation (maximum of 1000 words). 20 credit subject: three topics each from a different group of topics will be undertaken. Students also undertake an Investigation (maximum of 2000 words). Group 1 Topic: Culture Youth Culture Group 2 Topic: Contemporary Challenges Social Ethics Group 3 Topic: Global Issues A Question of Rights Assessment Assessment in Society and Culture is school-based with an external assessment component. The following assessment types enable students to demonstrate their learning: School-based Assessment - 70% Assessment Type 1: Folio 50% Assessment Type 2: Interaction 20% External Assessment - 30% Assessment Type 3: Investigation 30% Relationship to further study Students can gain entry to both University and TAFE courses upon successful completion of this course. The skills and understandings acquired and developed within this subject can also be used at Tertiary level across various courses.

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St Dominic’s Priory College Curriculum Handbook 2011

Science Year 8

Year 9

Year 10

Year 11 SACE Stage 1

Year 12 SACE Stage 2

General Science Two Semesters

General Science Semester 1

Biology One or Two Semesters

Biology

Physics One or Two Semesters

Physics

Chemistry One or Two Semesters

Chemistry

General Science Semester 2

Year 8 Science

Year 9 Science

Length of Course: Full year

Assumed Background: Nil

Course Description Year 8 Science is an introduction to an understanding of themselves, their natural environment and the concepts involved in everyday phenomena. This is developed through research, practical activities and class work. Problem solving skills and the use of computer technology is incorporated into the topics and activities. The following topics are studied in Year 8.

Course Description Year 9 Science builds on Year 8 concepts by extending students’ knowledge, problem solving skills and computer technology capabilities through the following topics:

• • • • • • • • • •

Being a Scientist Cells Classification Solids, Liquids, Gases Heat, Light and Sound Reproduction Mixtures and Separation Forces Earth and Space Stars and Our Plant Earth

Assessment Strands Theory 50% Working Scientifically 30% Assignments 20% Relationship to further study To provide students with a basis for further study in all major branches of Science.

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• • • • • • • •

Science Skills Plants Atoms Electricity Drug Education Microbes Sex Education Body Systems

Assessment Strands Theory 50% Working Scientifically 30% Assignments 20% Relationship to further study This course can lead to future study in all the major branches of Science.

St Dominic’s Priory College Curriculum Handbook 2011

Year 10 Science

Stage 1 Biology

Length of Course: Full year

Length of Course 1 semester (10 credits) or 2 semesters (20 credits)

Assumed Background: Nil Course Description The Science program in Year 10 continues to develop students’ interest, problem solving skills and understanding in Science from Year 8 and 9. It is designed as a two-semester course. In Semester 1 all students undertake studies in Chemistry, Biology and Physics. Biology Genetics Chemistry Chemical Reactions Physics Motion and Speed At the end of semester 1 all students undertake a common Semester Exam. In semester 2, students undertake 3 topics: • Health and Disease • Global Issues • Forensic Science At the end of semester 2, all students undertake a common semester exam. A satisfactory pass in the various discipline areas is highly recommended before attempting Stage 1 Chemistry, Physics and Biology. Assessment Strands Working Scientifically 30% Assignments 20% Theory 50% Relationship to further study This course enables students to undertake further study in Biology, Physics and Chemistry at Stage 1 level, with discussion and negotiation with their Science teacher.

Assumed Background Successful completion of Year 10 Science. Focus of Capabilities Communication and Learning Course Description This course is designed to develop student’s ability to understand key biological concepts, communicate information about Biology, and apply the key ideas to a range of situations and an awareness of the social implications and technological advances in Biology. To study Stage 2 Biology, 20 credits must be undertaken at Stage 1. Semester 1 Content • Ecology • Scientific Method • Cells and Energy • Body Systems • Cancer Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types: • Investigations Folio • Skills and Applications Tasks Relationship to further study This course prepares students for studying Stage 2 Biology.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Biological Science Length of Course Full year (20 credits) Assumed Background Knowledge of Stage 1 Biology preferred, but not essential. Focus of Capabilities Communication and Learning Course Description Biology is a science that involves the study of the phenomenon of life at levels ranging from the interactions of molecules to the interactions of organisms within the biosphere. This course presents an overview of the structure and function of living things, their interdependence and their specific role in the environment. The student is provided with an opportunity to develop an understanding of basic biological concepts, to appreciate the interactions of organisms with each other and the environment and to see the links between advances in biology and the social issues that can arise from these advances. This course has six conceptual strands: • • • • • •

Organisation Selectivity Energy flow Perpetuation Evolution Human awareness

Each of these is dealt with in four major themes: Macromolecules This theme covers the structure and function of organic macromolecules found in living things. Cells This theme covers the structure and function of cells in both unicellular and multicellular organisms. Organisms This theme covers the structure and function of organisms. The human body is used as the only exemplar in the organisation and selectivity strands.

Ecosystems This theme covers interactions between members of the same species, different species, and the non-living environment, with strong emphasis on the evolutionary The SSABSA Curriculum statement also prescribes a set of skills that are to be developed through practical and other learning activities within and across the themes and strands. Students must complete four summative practical activities, one from each theme. Two Human Awareness essays of 800-1000 words must also be written. Assessment The assessment of this subject is in two parts, made up of three assessment components: School-based assessment (70%) • Investigation Folio (40%) • Skills and applications tasks (30%) External Assessment (30%) • Examination (30%) The examination structure is as follows: Section A: Twenty-five multiple-choice questions covering all the themes. Questions on experimental skills may be included. 40min (25%) Section B: Short-answer questions covering all the themes. Questions on experimental skills may be included. 20min (50%) Section C: One practical-response question on experimental skills. 20min (10%) Section D: Two extended-response questions, both of which are to be attempted. 30min (15%) The school assessed structure is as follows: Component Assessment No of Total Items Items Marks (%) Investigation Folio Practical Reports Essay Skills & Applications Tasks Tests Totals

4 1 40 8 13

30 70

Relationship to further study Essential pre-requisites for only a few Tertiary courses. Would provide a good preparatory course for many Science/Medical based tertiary courses. Page 76

St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Physics

Stage 2 Physics

Length of Course 1 semester (10 credits) or 2 semesters (20 credits)

Length of Course Full year (20 credits)

Assumed Background Successful completion of Year 10 Science Focus of Capabilities Communication, Citizenship, Personal Development, Work, and Learning. Course Description This course offers opportunities for students to understand and appreciate the natural world. It requires the interpretation of physical phenomena through a study of motion in two dimensions, electricity and magnetism, light and matter, and atoms and nuclei. As well as applying knowledge to solve problems, students develop experimental, investigation design, information, and communication skills through practical and other learning activities. Students gather evidence from experiments and research and acquire new knowdlege through their own investigations. Content • Motion • Newton’s laws • Momentum and Energy • Waves • Projectile motion • Gravitational fields. • Electricity and Magnetism Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types: • Investigations Folio (20%) • Skills and Applications Tasks (80%) Relationship to further study This course prepares students for studying Stage 2 Physics. Other Comments Students must study Physics as a 20 credit subject in order to continue with it in Stage 2.

School Pre-requisites Completion of Stage 1 Physics to a high standard. It is recommended that students should have also successfully completed Year 11 Mathematical Methods and Mathematical Studies. Focus of Capabilities Communication, Citizenship, Personal Development, Work, and Learning. Course Description This course offers opportunities for students to understand and appreciate the natural world. It requires the interpretation of physical phenomena through a study of motion in two dimensions, electricity and magnetism, light and matter, and atoms and nuclei. As well as applying knowledge to solve problems, students develop experimental, investigation design, information, and communication skills through practical and other learning activities. Students gather evidence from experiments and research and acquire new knowledge through their own investigations. Content • Motion in two dimensions • Electricity and Magnetism • Light and Matter • The Atom and the Nucleus Assessment The assessment of this course has two parts. School Assessment 70% • Skills and Applications Tasks (30%) • Investigations Folio (40%) External Assessment 30% One three hour examination set by the SACE Board. Relationship to further study Provides a pathway to further study in tertiary institutions and nationally accredited training packages, such as: Aeroskills, General Construction, Applied Science, Architecture, Computing, Dentistry, Engineering, Medicine, Physiotherapy, Pharmacy, Science, etc.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Chemistry

Stage 2 Chemistry

Length of Course 1 semester (10 credits) or 2 semesters (20 credits)

Length of Course Full year (20 credits)

Assumed Background Successful completion of Year 10 Science with an achievement of an overall grade ‘A’ or ‘B’, or through negotiation with the Science Coordinator and 70% or above for the Semester 2 exam. Focus of Capabilities Communication and learning. Course Description This course is designed to develop students’ ability to understand key chemical concepts, communicate information about Chemistry, apply the key ideas to a range of situations and an awareness of the social implications and technological advances in Chemistry. To study Stage 2 Chemistry 20 credits must be undertaken at Stage 1. Content for two Semesters • Atoms and Bonding • Acids and Bases • Chemical Calculations • Electrochemistry • Organic Chemistry Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types: • Investigations Folio - 60% • Skills and Applications Tasks - 40% Performance Standards The Chemistry Subject Outline includes performance standards, which describe the five levels of achievement that are reported with the grades A to E at the student’s completion of the subject. The school-based assessments and the external assessment will be marked with reference to the performance standards. Relationship to Further Study This course prepares students for studying Stage 2 Chemistry. Other Comments Refer to the SACE Website for more information.

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Assumed Background Successful completion at Stage 1 with an achievement of an overall grade “A” or “B”, or through negotiation with the Science Coordinator and 70% or above for the Semester 2 exam. Focus of Capabilities Communication and learning. Course Description This course builds on the foundation from Stage 1 and aims to give students’ further knowledge of key chemical ideas and an ability to apply these key ideas in real and hypothetical situations. Students will also further their awareness of the social implications and technological advances in Chemistry. Content The content studied is as follows: Topics: • Topic 1: Elemental and Environmental Chemistry • Topic 2: Analytical Techniques • Topic 3: Using and Controlling Reactions • Topic 4: Organic and Biological Chemistry • Topic 5: Materials Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment • Investigations Folio • Skills and Applications Tasks

40% 30%

External Assessment • Examination

30%

School-based Assessment Students should provide evidence of their learning through eight to ten assessments, including the external assessment component. Students undertake at least three practical investigations and at least one issues investigation for the investigations folio. For this subject the assessment design criteria are: • Investigation • Analysis and Evaluation • Application • Knowledge and Understanding

St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

Examination (3 hours) Students are assessed on their knowledge and understanding of the key ideas and the intended student learning in the five topics and the investigation skills. Students are given a sheet containing a periodic table, standard SI prefixes, and a table showing the relative activities of a number of metals. The examination will be marked by external assessors with reference to performance standards. Performance Standards The Chemistry Subject Outline includes performance standards, which describe the five levels of achievement that are reported with the grades A to E at the studentâ&#x20AC;&#x2122;s completion of the subject. The school-based assessments and the external assessment will be marked with reference to the performance standards. Relationship to Further Study This course will enable students to further study at a tertiary level in the Science / Medical courses. Other Comments Refer to the SACE Website for more information.

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St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

Society and Environment

Year 8

Year 9

Business Education

Year 10

Commerce

Year 11 SACE Stage 1

Year 12 SACE Stage 2

Accounting One &/or Two Semesters

Accounting

Economics One &/or Two Semesters

Economics Business and Enterprise

Legal Studies One Semester only Work Place Practices

Contemporary Society Two Semester Course

Geography One Semester Course

One Semester Course

One or Two Semester Course

Geography Tourism

History One Semester Course

One Semester Course

One or Two Semester Course

Contemporary Society

Australian History Classical Studies

Tourism

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Society and Culture

Geography One or Two Semesters

Modern World History One or Two Semesters

Asian History One or Two Semesters

Tourism

St Dominic’s Priory College Curriculum Handbook 2011

Year 10 Commerce

Stage 1 Accounting

Length of Course: 1 semester

Length of Course 1 semester (10 credits) or 2 semesters (20 credits)

Assumed Background: None required Course Description This course aims to introduce basic economic, legal, business and accounting concepts, principles and terminology. Content • The structure of our legal system • The nature and function of laws • Criminal and Civil law • The nature of business • The Balance Sheet • The Economic Problem • Markets and Prices • The costs of credit • Money and the Share-market Assessment Students will be assessed by way of a variety of methods, including: • Responses to texts • Oral presentations • Investigations and reports • Tests and research tasks Year 10 Commerce is not designed to be a pre-requisite for enrolling in any of the senior business subjects but rather as a guide to areas of knowledge and the types of skills and assessment that are developed more intensively in these subjects in years 11 and 12.

Assumed Background: None required Focus Capabilities Communication, Work and Learning. Course Description The study of Accounting gives students opportunities to learn the practical skills needed to manage their own financial affairs and to develop an understanding of the ethical considerations that affect financial decision-making. They develop an understanding of the successful management of financial affairs in business, and gain knowledge and skills related to accounting processes for organisational and business applications. Students also learn how to interpret financial information and how to convey this information to interested users. Content • The Environment of Accounting • Business Documents • Double Entry • Financial Reports • Analysis and Interpretation of Financial Reports Assessment Assessment at Stage 1 Accounting consists of two components. Assessment Component 1: Course Work The assessment tasks will assess students’ ability to communicate their knowledge and understanding of accounting concepts and skills. It will involve such assessment tasks as: test, assignments, practical exercises, and end of semester examination. Assessment Component 2: Investigation The assessment task(s) developed will assess students’ ability to investigate an aspect of accounting using financial and nonfinancial information. It can involve such assessment tasks as: PowerPoint / Oral presentation, spreadsheets, essays or reports on areas such as personal financial management, an analysis of busines general purpose reports. Relationship to further study This subject will provide a good foundation for Stage 2 Accounting Studies and Business Studies.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Accounting Length of Course Full year (20 credits) Assumed Background It is an advantage for students to have completed SACE Stage 1 Accounting and gained a school mark of 65% or higher. Focus Capabilities Communication, Work and Learning. Course Description The study of Accounting gives students the opportunity to learn the practical skills needed to manage their own financial affairs and to develop an understanding of the ethical considerations that affect financial decision-making. They develop an understanding of the successful management of financial affairs in business, and gain knowledge and skills related to accounting processes for organisational and business applications. Students also learn how to interpret financial information and how to convey this information to interested users. Content Students study the following three sections: Section 1: The Environment of Accounting Students develop a conceptual understanding of the role of accounting, its entities and decision making structures. It provides the basis of the practical application in sections 2 and 3. Section 2: Financial Accounting Students will be required to have a working knowledge of the dual effects that transactions have on the accounting equation. It will be therefore necessary for students to develop an understanding of debit and credit and the nature of accounts in order to record changes that occur after each transaction. Students should be ale to work from a list of given account balances to make adjustments and prepare General Purpose Accounting Reports. Section 3: Management Accounting Students will need to understand how and why a decision making process is used, and how managers plan and control the business in order to make valid decisions and to recognise the effects of social and ethical issues that effect decisions.

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Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment • Skills and Applications Tasks • Report

50% 20%

External Assessment • Examination

30%

Students undertake a two hour examination. The examination includes a range of problem questions, including short-answer and extended-response questions. Problem questions integrate the key skills, knowledge, and understanding from all sections of the content with a focus on the knowledge, skills, applications, analysis, and interpretation involved in accounting practice. The examination will be marked by external assessors with reference to the performance standards. Relationship to further study Further study in Business at the tertiary level and Certificate, Diploma and Degree courses are available through TAFE. The course provides valuable background for a number of related areas including: Accounting, Administrative Management, Business, Business Administration, Commerce, Commercial Law, Corporate Finance, International Finance, Human Resource Management, International Business, Management, Marketing, Property Management, Tourism, Hospitality Management, and much more.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Business and Enterprise Length of Course Full year (20 credits) Assumed Background There are no pre-requisites. However, a study of Accounting, Economics and/or Legal Studies at SACE Stage 1 would be an advantage. Focus Capabilities Communication, Citizenship and Learning. Course Description Business and Enterprise focuses on learning about the successful management of business and enterprise issues in personal, business, and social contexts, locally, nationally, and globally. Students gain an understanding of business operations and practice, develop an awareness of business, financial, and technological skills, participate in planning, developing, and controlling business activities, and evaluate decisions on business practices. They have the opportunity to reflect on current issues in business and enterprise, and make informed decisions. Students evaluate the impact and effect of business, enterprises, and technology on the well-being and lifestyle of individuals, communities, the economy, and the environment.

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment • Folio • Practical • Issues Study

30% 20% 20%

External Assessment • Report

30%

Relationship to further study Further study in Business at the tertiary level and Certificate, Diploma and Degree courses are available through TAFE. The course provides valuable background for a number of related areas including: Accounting, Administrative Management, Business, Business Administration, Commerce, Commercial Law, Corporate Finance, International Finance, Human Resource Management, International Business, Management, Marketing, Property Management, Tourism, Hospitality Management, and much more.

Content Stage 2 Business and Enterprise comprises a core topic, and seven option topics. Students complete the study of: • the core topic • two option topics Core Topic The Business Environment • Business in Australia • The Nature and Structure of Business • The Business Enterprise Option Topics • People, Business, and Work • Business and the Global Environment • Business and Finance • Business, Law, and Government • Business and Technology • Business and Marketing • Business Research Task / Practical Application

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Workplace Practices Length of Course Full year (20 credits) Assumed Background None. Focus of Capabilities Personal Development, Work, and Learning Course Description In Workplace Practices students develop knowledge, skills, and understanding of the nature, type and structure of the workplace. They learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices, and local, national, and global issues in an industry and workplace context. Students can undertake learning in the workplace and develop and reflect on their capabilities, interests, and aspirations. The subject may include the undertaking of vocational education and training (VET) as provided under the Australian Qualifications Framework (AQF). Content There are three focus areas of study of this subject: • Industry and Work Knowledge • Vocational Learning • Vocational Education and Training (VET) Students must include the following areas of study: • Industry and Work Knowledge, and • Vocational Learning and/or Vocational Education and Training (VET) For the Industry and Work Knowledge component, students undertaking Workplace Practices study the three or more topics from the list below:

Topic 1: Work in Australian Society Topic 2: The Changing Nature of Work Topic 3: Industrial Relations Topic 4: Finding Employment Topic 5: Negotiated Topic

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment • Folio 25% • Performance 25% • Reflection 20% External Assessment • Investigation

30%

Information on the External Assessment Investigation The Investigation may be either a practical investigation or an issues investigation. • Practical Investigation:- Students undertake a practical investigation based on a product, task, or service in which they have been involved. The practical investigation may be presented in written, oral or multimodal form. Students complete a report on their practical investigation in which they document the process of planning, making, delivering, and evaluating.

The report should be up to a maximum of 2000 words, if in written form, or the equivalent in other forms.

• Issues Investigation:- Students undertake an investigation of a local, national, and/or global issue, culture or environment relating to the focus industry. It should be based on one or more of the topics studied. The issues investigation may be presented in written, oral or multimodal form.

The report should be up to a maximum of 2000 words, if in written form, or the equivalent in other forms.

The investigation is double marked, firstly by the student’s teacher and secondly by an external assessor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality of the investigation with reference to the performance standards. Relationship to Further Study Students will be able to connect and build networks with organisations that can provide extended learning opportunities and support beyond Year 12. This may lead to a TAFE pathway or the opportunity to apply for an apprenticeship or traineeship.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Classical Studies Length of Course Full year (20 credits) Assumed Background A good pass in any humanities subject in Year 11, particularly English or History. Course Description The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. In this subject, students are expected to: 1 demonstrate knowledge and understanding of selected ideas, individuals, groups, institutions, practices, events, and artefacts of the classical world; 2 recognise and reflect on the diversity of attitudes, beliefs, and values in the classical world; 3 research, critically analyse, sythesise, and reflect on primary and secondary sources, including literary texts; 4 recognise and use relevant terms, concepts, and skills, including skills of historical literacy; 5 communicate informed and relevant arguments using different forms, with appropriate examples, ideas, and acknowledgement of sources. The course is divided into three sections: Section A: Greek & Roman Literature Topic 1: Epic Topic 2: Greek Drama Topic 3: Roman Poetry Section B: History Society & Culture Topic 4: Greek Society, Fifth Century BC Topic 5: Greek History 500–479 BC Topic 6: Roman History 70–28 BC Topic 7: Greek Religion Topic 8: Greek and Roman Material Culture, Seventh Century BC to Second Century AD Section C: Special Study

Content Students must study three topics – one from Section A, one from Section B and one from either. The topics selected for study at St Dominic’s Priory College are: Section A: Topic 1: The Epic – Homer – Odyssey Topic 2: Greek Drama • Euripides – Medea Topic 3: Roman Poetry • Catullus Section B: Topic 7: Greek Religion Section C: Special Study The special study will be a finished piece of writing up to 2000 words long. Evidence of research, planning and drafting must be held by the student as evidence of the processes of development and as verification of the work done. Assessment School-based Assessment Assessment Type 1 - Folio 30% Students undertake four to six research and analysis assessments including one for each focus study on selected topics. Assessment Type 2 - Essays 40% Students undertake three analytical essays following study of selected topic. These are under timed and supervised conditions - one hour is allowed. External Assessment Assessment Type 3 - Special Study 30% This is the external assessment component. Relationship to further study This subject is relevant to understanding the formation of western civilisation and as such would advantage students who wish to pursue any Humanities or Social Science course at university level. Students can continue the specific study of this area through the Classics department at the University of Adelaide as part of a Bachelor of Arts degree or take a Bachelor of Archaeology through Flinders University.

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St Dominic’s Priory College Curriculum Handbook 2011

Year 9 Contemporary Society

Stage 1 Economics

Length of Course: Full year

Length of Course 1 semester (10 credits) or 2 semesters (20 credits)

Assumed Background: None Course Description This course aims to give students the opportunity to explore Australia’s heritage and society and to explore the Australian way of life. There is also a focus on countries within the Asian Region. The Major study areas will include: • • • • •

Australia’s tradition and lifestyle – Migration Law and Society Local Area/Suburb Financial Management The Role of Work

• Asian Focus Assessment Assessment will be continuous and based on: • Written assignments and involvement in discussions, activities and oral presentations • A major assignment each semester which may involve research skills • Primary research on excursions • Group work tasks Assessment component strands are weighted as indicated: Knowledge:- 40% Application of Knowledge:- 30% Skills:- 30%

Assumed Background: None required Focus Capabilities Communication, Citizenship and Learning. Course Description Studying economics enables students to understand how an economy operates, the structure of economic systems, and the way in which they function. Students develop an understanding of different economic systems and institutions, and can assess the degree to which these systems and institutions help satisfy people’s needs and wants. Students become aware that economic decisions are not value free and have outcomes that may be inconsistent with social, moral, and ethical values. Students research, analyse, evaluate, and apply economic models that are expressed in graphical and/or diagrammatic form. They make forecasts about economic change and evaluate issues for individuals and groups in local, national, and global settings. They learn how some of these issues affect their lives and how they can use the knowledge and skills of economics to inform their participation in society. Content • The Economic Problem • Economic Systems • The Market Economy • Government involvement in the market economy • The Circular Flow of Income • Trade in a Global Economy • Price Stability • Employment and Unemployment

Assessment Assessment at Stage 1 Economics consists of three components. All three components are assessed in each semester Assessment Component 1: Skills and Applications The assessment tasks will assess students’ ability to communicate their knowledge and understanding of accounting concepts and skills. It will involve such assesment tasks as: tests, assignments, and end of semester examination. Assessment Component 2: Issues Study The assessment task(s) developed will assess students’ ability to investigate an aspect of economic issues relating to the allocation of resources.

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St Dominic’s Priory College Curriculum Handbook 2011

Assessment Component 3: Folio The assessment task developed will assess students’ ability to analyse the achievements of the macro-economic objectives through the students analysing newspaper articles. Relationship to further study This subject will provide a good foundation for Stage 2 Economics

Stage 2 Economics Length of Course Full year (20 credits) Assumed Background It is an advantage for students to have completed SACE Stage 1 Economics and gained a mark of 65% or higher. Focus Capabilities Communication, Citizenship and Learning. Course Description Studying economics enables students to understand how an economy operates, the structure of economic systems, and the way in which they function. Students develop an understanding of different economic systems and institutions, and can assess the degree to which these systems and institutions help satisfy people’s needs and wants. Students become aware that economic decisions are not value free and have outcomes that may be inconsistent with social, moral, and ethical values. Students research, analyse, evaluate, and apply economic models that are expressed in graphical and/or diagrammatic form. They make forecasts about economic change and evaluate issues for individuals and groups in local, national, and global settings. They learn how some of these issues affect their lives and how they can use the knowledge and skills of economics to inform their participation in society. Content Stage 2 Economics consists of skills in economics developed in the following five key areas of study: • Key Area 1: The Economic Problem • Key Area 2: Microeconomics • Key Area 3: Macroeconomics • Key Area 4: Globalisation • Key Area 5: Poverty and Inequality

Assessment School-based Assessment • Folio • Skills and Applications Tasks

30% 40%

External Assessment • Investigation

30%

Information on the External Assessment Examination (2 hours) Students undertake a two hour examination, which is divided into two parts. Part A consists of multiple-choice, short-answer, response to stimulus, and extended-response questions, and draws on the following key ideas of the subject content: • All parts of Key Area 1: The Economic Problem • All parts of Key Area 2: Microeconomics • All parts of Key Area 3: Macroeconomics • All parts of Key Area 4: Globalisation Part B requires students to write an essay from a range of questions that draw from the following key areas of the subject content: • All parts of Key Area 3: Macroeconomics • All parts of Key Area 4: Globalisation The examination will be marked by external assessors with reference to the performance standards. Relationship to further study Further study in Business at the tertiary level and Certificate, Diploma and Degree courses are available through TAFE. The course provides valuable background for number of related areas including; Accountancy, Administrative Management, Business, Business Administration, Commerce, Commercial Law, Corporate Finance, Business Economics, Government Economics, Finance, International Finance, Human Resource Management, International Business, Management, Marketing, Property Management, Tourism & Hospitality Management.

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St Dominic’s Priory College Curriculum Handbook 2011

Year 8 Geography

Year 9 Geography

Length of Course: 1 semester

Assumed Background: Nil

Assumed Background: Year 8 Geography

Course Description This course introduces students to the study of Geography. Students will: • Develop mapping skills • Develop attitudes and values that show concern for the environment • Develop an understanding of the interactions between people and their environments.

Course Description Content

Through: Important Places • Where on earth is it? • Maps and Map Uses • Reading Maps – interpretation skills • Drawing Maps Islands • Locations • Formation • Uses Environmental Studies • Wildlife and Habitat • Endangered Species • Environments of Australia Assessment Includes: • Written assignments including homework • Research assignments including technology as a research tool • Oral presentations • Practical exercises • Group work tasks • Tests Assessment tasks are grouped into three strands that are weighted as follows: • Knowledge – 60% • Application of Knowledge – 20% • Skills – 20%

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• • • • •

Maps and Map Uses South Australian regions – landscape and land usage Weather and climate Water in the landscape Globalisation - the world as a global village

Skills developed include • Mapping – Construction and Interpretation • Research – Collecting and analysing information • Fieldwork Assessment Assessment comprises three strands that are weighted as indicated: • Knowledge – 60% • Application of Knowledge – 20% • Skills – 20% Assessment tasks include: • Written assignments • Research assignments, including technology as a research tool • Oral presentation • Visual interpretation • Practical exercise and field investigations Relationship to further study Students may choose to study one or two semesters of Geography in Year 10

St Dominic’s Priory College Curriculum Handbook 2011

Year 10 Geography Length of Course: 1 or 2 semesters Assumed Background Students will have already completed a semester of Geography in both Year 8 and Year 9. Course Description This course aims to broaden student’s knowledge of the local area, Australia and other parts of the world. A sense of responsibility to the Environment, and towards the use of resources is promoted as well as an awareness of the culture of other people. Field, graphic, research, group and information technology, and spatial literacy skills are developed further from Year 9. Semester 1 • People and Coasts • Aquaculture • World population and Problems • Urban Environments A camp on Kangaroo Island is an integral part of the learning and assessment in this semester and all students are expected to attend. Semester 2 • Industry and Resources • Natural Hazards: Tropical Cyclones, Earthquakes, Bushfires • Human Induced Disasters • Introduction to Geographic Information Systems. Assessment Assessment is comprised of four components that are weighted as follows: • Knowledge – 40% • Application of Knowledge – 20% • Skills – 20% • Exam – 20% Relationship to further study Leads to Stage 1 and Stage 2 Geography at Years 11 and 12 and is also a good background for Stage 2 Tourism. Other Comments It is recommended that students intending to do Geography in Year 11 and 12 should choose both semesters.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Geography Length of Course 1 semester (10 credits) or 2 semesters (20 credits) This course is composed of two discrete units each of a semester. Assumed Background Year 10 Geography. Students who have not done Year 10 Geography should discuss their request with the Faculty Coordinator Focus Capabilities Citizenship, learning, and work Course Description In this course, students develop an understanding of the spatial interrelationships of people, places, and environments. They develop an understanding of how people interact with environments differently in different places and at different times, and of the opportunities, challenges, and constraints of different locations. Content Students study topics within four key themes: Key Theme 1: Location and Distribution This theme requires students to consider the interconnectedness of local, national and global perspectives. Key Theme 2: Natural Environments at Risk This theme develops an understanding of the four spheres of the natural environment (atmosphere, biosphere, hydrosphere and lithosphere) and their risk from human activities. Key Theme 3: People, Resources and Development This theme develops an understanding of population and resources in parts of the world where human survival is at risk. Key Theme 4: Issues for Geographers This theme involves an investigaton of a selected Geographical issue facing society. activities.

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Topics Content will be based on a selection of topics from: • Tourism and its Impacts • Variations in the Quality of LIfe • River Catchments • Atmospheric Variations • Urban Places • Forces that Shape the Earth • Geographic Information Systems • Development Issues Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following four assessment types: Skills and application tasks: These tasks involve assessing a students’ understanding of concepts and skills. It will involve assessment tasks such as: • interpreting grids references, scale, direction, map information • graphing, diagrams cross-sections, tables • mapping • evaluating sources of information such as texts, websites, videos Inquiry: This component involves the students in using Geographical Information Systems (GIS) to capture, manage and manipulate data to create a map-based data display. Fieldwork: This component involves students in fieldwork in which they collect data and then apply the skills of geographical interpretation. Investigation: Students investigate and report on a contemporary geographical issue. Relationship to further study This course leads to Stage 2 Geography Studies and Stage 2 Tourism. Students intending to study Geography at Stage 2 should consider taking 2 semesters at Stage 1.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Geography Length of Course: Full year (20 Credits) Assumed Background Stage 1 Geography (10 or 20 Credits). Students without a Year 11 background should only attempt Stage 2 Geography if they have a strong science background. Focus of Capabilities The focus capabilities for this subject are citizenship, learning, and work. Course Description Stage 2 Geography consists of: • a compulsory core topic • two option topics from a choice of twelve Core Topic: Population, Resources, and Development This topic introduces students to the key factors that influence human interactions with the natural environment, including population pressure and the level of consumption. Students begin to understand global, national, and local population patterns and trends, and the factors involved in population change. Throughout this topic, students investigate contemporary population issues using local, national, and global examples. Students become familiar with issues related to the use of resources. They develop an understanding of how perceptions and the use of resources have changed over time. The concept of an ecological footprint is studied in relation to countries at different stages of development. The ecosystem model is used to explore the complexity of potential impacts of resource use on the environment, and how the elements of an ecosystem interrelate and function. Students become familiar with the concept of sustainable development. Water is used to illustrate issues related to the use and sustainability of resources at local, national, and global levels. Students become familiar with the water cycle and understand that freshwater supplies are increasingly at risk because of population pressure and rising demand. Students develop an understanding that the availability of freshwater supplies can vary significantly between seasons and from year to year. They investigate issues related to the uneven distribution of freshwater supplies compared to the distribution of populations and the ownership and management of freshwater supplies. They also investigate pressures on natural freshwater systems and the resultant threat to the species that such systems sustain. Students become aware of contemporary developments in the management and supply of fresh water.

Option Topics Students must study issues related to two of the following options topics: • Option Topic 1: Urbanisation • Option Topic 2: Rural Places • Option Topic 3: Tourism • Option Topic 4: Sources and Uses of Energy • Option Topic 5: Coasts • Option Topic 6: Biodiversity • Option Topic 7: Climate Change • Option Topic 8: Soils • Option Topic 9: Environmental Hazards • Option Topic 10: Globalisation • Option Topic 11: Drylands • Option Topic 12: Negotiated Topic The options topics are assessed through fieldwork activities and inquiries. Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment • Fieldwork – 25% • Inquiry – 20% • Folio – 25% External Assessment • Examination – 30% Information on the External Assessment Examination (2 hours) Students undertake a two hour written examination that focuses on the core topic. The examination consists of short-answer and extended short-answer questions on knowledge, skills, application, and analysis of issues. The examination will be marked by external assessors with reference to the performance standards. Relationship to Further Study Further study in Geography at tertiary level is possible. This course provides valuable background for a number of related areas including Environmental Management, Urban Planning, Architecture, Engineering, Meteorology, Statistics, Eco-Tourism, Tourism, Spatial Information Systems, Natural Resource Management, Law and Journalism. Other Comments There is one full-day field trip that is part of this course.

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St Dominic’s Priory College Curriculum Handbook 2011

Year 8 History – The Ancient World

Year 9 History

Length of Course: 1 semester

Assumed Background: Year 8 History

Assumed Background: Nil

Course Description A study of Australian history and in particular South Australian early white settlement in order to provide some background for the Year 9 camp to Moonta.

Course Description Students are introduced to the nature of History through a study of the Ancient World – Early People and Early Civilisations, with particular reference to China, Mesopotamia, Crete, Greece and Rome as well as traditional Aboriginal society in Australia. There is a special focus on the role of women in ancient societies and the development of different systems of government. Assessment Assessment is continuous and evaluates the ability to find and organise evidence from various sources including: • Films/video • Documents • Tables • Graphs • CD ROMs • Books • Pictures • Museums • Internet The following skills are also evaluated: • Ability to analyse and interpret historical material • Ability to demonstrate Historical Empathy • Ability to write and speak effectively Relationship to further study All students will continue to Year 9 History

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Length of Course: 1 semester

Students will be introduced to the concept of Empire as well as the impact of colonisation on indigenous peoples. The study of different types of evidence will be used to extend students’ appreciation of the use of different source material. Assessment Continuous assessment which will further evaluate a student’s ability to understand and analyse the historical process; with particular attention to recognition and evaluation of different interpretations of history, evidence of competent use of technology resources and the acquisition of skills of oral and written communication such as clear expression and logical, concise explanation. Formal assessment will include: • Report • Research Assignments • Oral Presentation • Occasional Tests • Source analysis studies Relationship to further study Students may choose to continue to Year 10 History Other Comments A camp at Moonta is part of the learning and assessment in this subject.

St Dominic’s Priory College Curriculum Handbook 2011

Year 10 Modern European History Length of Course: 1 or 2 semesters Assumed Background: Preferred Year 8 and 9 History Includes: • Acquiring an understanding and appreciation of historical forces and events which shaped the emergence of the modern world and subsequent impact on Australia’s growth and development • Developing an awareness of links between history and other areas of study such as Literature, Art, Music and Architecture • Fostering an increased competence in written and oral expression; the use of resource holdings and technological aids; and the use of a range of primary sources • Heightening the perception of, and curiosity about, the past through historical empathy Course Description This course will introduce students to the Modern World through a study of topics such as: Semester 1 • Renaissance • Reformation • French Revolution Semester 2 • American War of Independence • Industrial Revolution in England (1750-1850) • The Victorian Era (1836-1901) • The Russian Revolution • World War I Assessment Continuous assessment through: • Essays • Research Assignments • Source Analyses • Oral Presentations and/or • PowerPoint Presentations • End of Semester Examinations Other Comments Skills acquired assist the further study of history at SACE Stage 1 and 2.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 History Length of Course 1 semester (10 credits) or 2 semesters (20 credits) Assumed Background No pre-requisites. However, a satisfactory completion of Year 10 History would be an advantage. Focus Capabilities The focus capabilities for this subject are communication, citizenship, personal development, learning and work. Course Description History at Year 11 (SACE Stage 1) may be structured as either a two semester course (making a full year of study) or a single semester course, where Semester 1 or 2 may be chosen. Students will have the opportunity to examine and learn about the historical foundations of a range of historical societies and cultures, including the institutions, structures and ideologies that characterise them. Particular attention is given to those areas of the world of geopolitical significance to Australia and to those issues of contemporary relevance to Australian people. Semester 1 subjects: China and Japan Semester 2 subjects: World War II, the Cold War and Terrorism Topics covered may include: • Freedom and Oppression • Nationalism • Medieval Asian History • Leaders and Change in the Modern World • Revolution • War & Peace • Case Studies: “China in Transition”, Emperor to Mao, “Geisha” Japanese History • Film & Historiography: Kundun, The Last Emperor, Seven Years in Tibet, Shogun, The Last Samurai

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Assessment Assessment in Stage 1 History consists of three Assessment Components. The weighting of each component is between 10% and 50%. All students will be provided with an Assessment Plan and overview of the course. This includes due dates for summative assignments, their respective weightings, SSABSA Learning Outcomes and a brief description of the area of study. Students demonstrate evidence of their learning through the following assessment types: • Assessment Component 1 – Folio (40%) • Assessment Component 2 – Sources Analysis (20%) • Assessment Component 3 – Investigation (40%) Relationship to further study Completion of Stage 1 History; either one semester or a full year, provides a solid basis for which to study Australian History (Stage 2) or any other language rich subject. Other Comments Excursions may be organised which enhance or complement student learning, eg The Art Gallery of South Australia, Migration Museum.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Australian History Length of Course: Full year (20 credits) Assumed Background Students must have successfully completed Stage 1 History at Year 11. Other students will be considered at the teacher’s discretion. Sound essay writing skills and source analysis skills would be an advantage. Focus Capabilities The focus capabilities for this subject are communication, citizenship, personal development, learning and work. Course Description This subject consists of: • Course Work – a thematic study & depth study • Individual History Essay • External Examination The following topics will be studied: 1 Thematic Study Topic 3: Australia’s Foreign Policy, 1890 to the Present The topic requires students to study Australia’s Foreign Policy and compare said policy before 1945 with that of Australia after 1945. An overview of foreign policy is given followed by four key areas of enquiry which provides a focus for comparative study in this topic. These include the motivations that moulded Australia’s foreign policy, Australia’s alliances and economic and defence agreements, and the role of external forces in Australia’s foreign policy and the development of an Australian identity through the evolution of an Australian foreign policy. 2 Depth Study Topic 8: Remembering Australians in Wartime, Experiences and Myths, 1890 to the Present The depth study requires students to undertake depth-indiscipline analysis that leads to a depth of involvement in the process of historical inquiry. Students gain detailed knowledge through this approach. An overview gives a general introduction of the topic, followed by four key areas for inquiry. These include war memorials, commemorative ceremonies and creative works as ways of remembering Australians involved in wars or conflict and Australian people’s experiences overseas and in Australian during times of war and conflict. 3 Individual History Essay The purpose of the Individual History Essay is for each student to engage in the process of inquiry into an historical question of personal interest, and to apply the concepts and skills of history. Each student will formulate an hypothesis, or focussing question(s), in order to analyse an aspect of history, and construct a reasoned historical argument based on evidence from three sources. Expected length will be 1500-2000 words.

Assessment Assessment in Stage 2 History consists of three Assessment Components. The weighting of each component is between 20% and 50%. All students will be provided with an Assessment Plan and overview of the course. This includes due dates for summative assignments, their respective weightings, SACE Learning Outcomes and a brief description of the area of study. School-based Assessment (70%) • Assessment Type 1: Folio 50% • Assessment Type 2: Essay 20% School-based Assessment (30%) • Assessment Type 1: Folio 30% In each subject, students should provide evidence of their learning through eight to ten assessments, including the external assessment component. Students undertake: • six to eight assessments for the folio • one essay • one examination Relationship to further study The study of history provides the basis for a wide range of vocational pathways. History skills, including researching and analysing material, developing and sustaining an argument, and writing in clear and effective prose, are in great demand, and can be applied to many occupations. These skills will continue to have a high priority for employers in the future. Students of history find employment and careers in areas such as administration, the Arts, education, business, government, law, politics, entertainment, journalism, publishing, the mass media, museums and tourism. Other Comments Excursions to relevant places of interest, eg SA Museum, Aboriginal Cultures Gallery, may be organised to enhance and complement student learning.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Legal Studies Length of Course 1 semester (10 credits) or 2 semesters (20 credits) Assumed Background: None required Focus Capabilities Citizenship, Personal Development, and Learning Course Description Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context. Students are provided with an understanding of the structures of the Australian Legal system and how that system responds and contributes to social change while acknowledging tradition. The study of Legal Studies provides insight into law-making and the processes of dispute resolution and the administration of justice. Students investigate legal perspectives on contemporary issues in society. They reflect on, and make informed judgements about, strengths and weaknesses of the Australian legal system. Students consider how, and to what degree, these weaknesses may be remedied. Students examine the Australian legal system. They read and write about, and discuss, analyse, and debate issues. They use a variety of methods to investigate legal issues, including observing the law in action in courts and through various media.

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Content Topic 1: Law & Society Topic 2: People, Structures and Processes Topic 3: Law-making Topic 4: Justice and Society Topic 5: Young People and the Law. Assessment Assessment at Stage 1 Legal Studies consists of three components. All three components are assessed in each semester. Assessment Component 1: Folio The assessment tasks will assess students’ ability to produce a folio of work. Assessment Component 2: Issues Study The assessment task(s) developed will assess students’ ability to investigate an aspect of Australia’s Legal System. Assessment Component 3: Presentation The assessment task developed with assess students’ ability to analyse the legal system through media articles. Relationship to further study This subject will provide a good basis for Stage 2 Legal Studies and Business Studies.

St Dominic’s Priory College Curriculum Handbook 2011

Stage 2 Tourism Length of Course: Full year (20 credits) Assumed Background There are no pre-requisites for Tourism, in terms of Year 11 course work. However, students considering Tourism need to have some or more of the following background: • To have successfully completed (70% pass rate or better) Stage 1 Geography or History; • To have undertaken VET Course work in Tourism or Hospitality; • A high level of ability in research work, including interviewing, survey techniques, collating and presenting statistics and referencing Course Description Tourism has become one of the fastest growing subject areas in recent years. By studying this subject, you will gain an understanding of the influence of tourism on the social, cultural, economic and environmental situation of a community. The aim of the course is to develop your understanding and appreciation of: • The impact any tourist can have on a community he/she visits; • What motivates a person to travel and the responsibilities they have as a tourist; • The nature and scope of the tourism industry; • The wide range of types of people who travel and the even wider range of interests that travellers have; • The range of employment opportunities opening up in the Tourism Industry. Core Topics Four THEMES are studied as the core topics: • Operations and Structure of the Tourism Industry • Traveller’s Perceptions and the Interaction of Host Community and Visitor • Planning for and Managing Sustainable Tourism • Evaluating the nature of work in the Tourism Industry Topics Three TOPICS are included in the program of study out of the following choices: • Applications of technology in Tourism • The Economics of Tourism • Establishing a Tourism venture • Indigenous people and Tourim • Management of local area Tourism • The impacts of Tourism • Marketing Tourism • Special interest Tourism

• Responsible Travel • The role of Governments and Organisations in Tourism • Tourism Industry skills Assessment The Design Criteria fits into four categories: • Knowledge and Understanding • Analysis and Evaluation • Investigation and Application • Communication Thus, students intending to do Tourism need to be aware of what these four categories mean, in order to ensure that they can cope with the course requirements. Assessment types include school-based assessment (70%) and external assessment (30%). School-based Assessment (70%) • Type 1: Folio 20% - Two assessments • Type 2: Practical Activity 25% - Two practical activities • Type 3: Investigation 25% - One investigation External Assessment (30%) • Type 4: Examination 30% - a Two-hour examination Relationship to further study Certificate, Diploma and Degree courses in Tourism and Hospitality areas are available through TAFE and University. The TAFE Certificate 2 course in Tourism is an excellent vocational course with many opportunities to move straight into employment arising. There are University Degree courses in Ecotourism, Cultural Tourism and Tourism and Hospitality Management. Further Comments Students keen to undertake Tourism as a Year 12 subject need to: • Have a one-on-one interview with the Tourism teacher or another staff member able to evaluate their suitability to do the subject • Be recommended by a Year 11 subject teacher from one of the following subject areas: Geography, History, or English • Display a strong interest in travel and the Tourism industry • Have an interest in progressing into the Tourism Industry to work • Understand that the coursework involves field trips with the class, as well as having to undertake personal field study outside of the classroom situation, including in holiday breaks.

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St Dominic’s Priory College Curriculum Handbook 2011

Technology Year 8

Year 9

Year 10

Information Communication Technology Two Semesters

Information Communication Technology Two Semesters Word Processing One or two Semester Course

Year 11 SACE Stage 1 Information Technology One Semesters

Year 12 SACE Stage 2

Information Technology Two Semesters

Information Processing & Publishing One or two Semester Course

Year 8 ICT

Year 9 ICT

Length of Course 3 lessons per fortnight for the whole year

Assumed Background None. Compulsory for all Year 8 students.

Assumed Background None. Compulsory for all Year 9 students.

Course Description The Certificate I in Information Technology is a national certification designed around the workplace environment. It provides computer literacy skills and the foundation for using a computer in an industry or activity. The topics include: • Operate a personal computer – ICAITU128A • Operate a word processing application – ICAITU129A • Operate a presentation package – ICAITU132A

Assessment Competency based unit tests. Relationship to further study Leads to Year 9 ICT

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• Operate a spread sheet application – ICAITU130A • Operate a word processing application (cont) – ICAITU129A • Send and retrieve information over the Internet using browsers – ICAITU133A Assessment Competency based unit tests. Relationship to further study Leads to Year 10 ICT

St Dominic’s Priory College Curriculum Handbook 2011

Year 8 Robotics

Year 10 ICT

Course Description A short course focussed on the topic of Robotics. The course will enable students to construct, program and remotely control smart robots. A step-by-step approach will help students develop teamwork, creative thinking skills and hands-on problem solving skills. The Lego Mindstorm education program is one essential program of the course. Components from Science, Mathematics and Technology subject are incorporated in the course.

Length of Course 3 lessons per fortnight for the whole year.

Year 9 Robotics Course Description A short course of Robotics, building on the information and skills learnt in Year 8. More complex programming and construction will lead to improved robotic performance. The use of wireless technology is incorporated. Life-like automated tasks will be developed, eg soccer games.

Assumed Background None. Compulsory for all Year 10 students. Course Description The Certificate I in Information Technology is a national certification designed around the workplace environment. It provides computer literacy skills and the foundation for using a computer in an industry or activity. The topics include: • Operate a database application – ICAITU131A • Send and retrieve information over the Internet using email – ICAITU133A • Design a website using Dreamweaver and Flash. Assessment Competency based unit tests. Relationship to further study Provides a sound background for further study in Information Technology in Years 11 and 12.

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St Dominic’s Priory College Curriculum Handbook 2011

Year 10 Word Processing Length of Course: 1 or 2 semesters Assumed Background: None Course Description To competently display and type material of a personal nature from handwritten, printed and corrected copy. To use various display techniques competently, including tabulation. To type mailable personal business letters. To attain a speed of 20 wpm, or better, for 5 minutes with 98% accuracy. Assessment Continuous assessment, integrated assignments and end-ofsemester examinations; speed tests.

Stage 1 Information Processing & Publishing Length of Course 1 semester (10 credits) or 2 semesters (20 credits) Assumed Background There are no prerequisites for the study of Information Processing & Publishing at Stage 1 Focus of Capabilities: Communication, Citizenship, Personal Development, Work and Learning. Course Description Information Processing and Publishing focuses on the application of practical skills to provide creative solutions to text-based communication tasks. Students create both hard copy and electronic text-based publicatons, and evaluate the development process. They use technology to design and implement information processing solutions, and identify, choose, and use the appropriate computer hardware and software to process, manage and communicate information in a range of contexts. Content Semester 1 • Business Publishing • Digital Presentations • Data Input Semester 2 • Digital Publishing • Personal Publishing Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types: • Practical Skills • Product and Documentation • Issues Analysis Relationship to Further Study Stage 2 Information Processing & Publishing will not be offered at St. Dominic’s in 2011.

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St Dominic’s Priory College Curriculum Handbook 2011

Stage 1 Information Technology Systems Length of Course 1 semester (10 credits) Assumed Background Satisfactory completion of Year 10 ICT Focus of Capabilities Citizenship, learning, communication, and work. Course Description Students investigate existing information technology systems to discover their nature and components. They develop a range of information technology skills and techniques while creating their own systems that can be tested and evaluated. They develop and apply specialised skills and techniques in the use of software in a number of information technology areas. Content • Computer Systems • Relational Databases Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types: • Folio • Skills and Applications Tasks • Project Relationship to further study Stage 2 Information Technology Systems will not be offered at St. Dominic’s in 2011.

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St Dominic’s Priory College Curriculum Handbook 2011

Vocational and Education & Training (VET) What is VET? Vocational Education and Training (VET) involves training focussed on the specific skills required in a specific career. All senior students at St Dominic’s can access VET stand-alone courses, and either as full certificate or part qualifications. VET is used for employment skills, for TAFE and university accreditation and personal development. It is also very enjoyable and a lot of fun!

Benefits of VET An important aspect of VET is the development of specific skills required in a career. VET courses and competencies gained give students valuable industry experience and nationally recognised accreditation. Students are awarded units toward their TAFE certificates and their South Australian Certificate of Education (SACE). A student undertaking a VET course will be an attractive candidate to any prospective employer because of the practical skills they have acquired and work experience completed. In addition students will, in some cases, far exceed the minimum entry requirements for some TAFE courses thus increasing their chances of getting into a TAFE course of their choice. In addition, students also gain: • A wider range of experiences • Experience adult roles and responsibilities in a workplace setting • Learn what employers are looking for in their employees • They become more ready for the world of work • See a greater relevance of school subjects • Their chances of obtaining part/full-time work are improved • Decisions/choices on career pathways come from a better informed background and experience • Improved chances of gaining entry into a TAFE course • Mix with students from other schools • Able to include VET courses on a resume • Experience in an industry without affecting their ability to complete SACE but rather enhance it. • Pathways to enter the work force • Relevant nationally recognised, competency-based training

Structured Work Place Learning (SWL) Students who opt for a VET program will sometimes participate in a Structured Work Place Learning (SWL). This involves students going out to an appropriate workplace (according to their study program) with a suitable business organization for up to five days generally conducted during the term breaks.

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Structured Work Place Learning allows students to put into practice and consolidate off-the-job learning in an actual work environment.

Is VET suitable for all students? YES! Most individuals in our society will ultimately enter the work force, many will work part-time to support themselves as they study and therefore VET is for everyone. Some students will have chosen a pathway for themselves before leaving school and will be able to complete either an entry-level certificate or many modules towards a certificate before they leave school saving themselves time and money in the process. All students in Years 10 and 11 are encouraged to complete a VET program For information on the process for enrolment, cost, eligibility and dates, students must keep an eye on the Careers & VET Newsletter (published every fortnight of the school term) and speak to the VET Coordinator. Additional information is also available from the INAP website www.inap.org.au Students studying a VET course in the place of a school subject in Years 11 and 12 to complete the SACE must seek clarification from the VET Coordinator, as most courses will satisfy the requirements for accreditation at SACE Stage 1 with only a limited number satisfying the requirements for accreditation at SACE Stage 2 level.

Expression of Interest & Enrolment Process Step 1 Lodge an Expression of Interest by collecting a form from the VET Coordinator. This can be done at any time during a semester. Expressions of Interest must be returned to the VET Coordinator by Week 2 of Term 4 for Semester 1 courses in the following year or by Week 2 of Term 2 for Semester 2 courses. Step 2 Enrolment packages will be distributed in Week 3 Term 4 for Semester 1 courses in the following year, Week 2 of Term 2 for Semester 2 courses. Step 3 Enrolment packages must be returned with payment no later than Week 7 of Term 4 for Semester 1 courses in the following year, Week 4 Term 2 for Semester 2 courses Step 4 Courses begin, dates, times, venues to be confirmed

St Dominic’s Priory College Curriculum Handbook 2011

School

TAFE

University

Early Childhood Education Pathways Certificate 2 in Community Services (Children’s Services)

Certificate 3 in Community Services (Children’s Services)

Advanced Diploma in Community Studies (Children’s Services)

Diploma of Community Services (Children’s Services)

Early Childhood Education

Certificate 3 in Hairdressing

Certificate 4 in Hairdressing

Diploma of Hairdressing Salon Management

Hairdressing Pathways

Certificate 2 in Hairdressing

Hospitality Pathways Certificate 1 Hospitality (Front of House)

Certificate 2 Tourism

Certificate 1 Hospitality (Kitchen Operations)

Certificate 2 Hospitality (Kitchen Operations C)

Apprenticeship/Traineeship Opportunities

Tertiary Studies

Retail Pathways Traineeship/Apprenticeship

Certificate 1 Retail Operations

Cert 2, Cert 3, Cert 4 Retail Operations

Diploma in Retail Operations

Tertiary Studies

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St Dominic’s Priory College Curriculum Handbook 2011

VET Offerings The Inner Northern Adelaide Partnership works to develop the relationship between industry and secondary schools, enabling student access to high quality Vocational Training during after school hours. VET courses offered through INA Partnership involve students from member and non-member schools, giving students opportunities that an individual school may be unable to support in isolation. Most VET courses are one semester in length unless otherwise stated.

Architectural Drafting Blackfriars Priory School - 17 Prospect Road, Prospect Course Outline: The Architectural Drafting course introduces the student to technical manual drawing of buildings in orthographic projection and how to read and interpret plans and notation of documents used by the construction industry. There will be an introduction to basic domestic building construction as well as develop a sectional view. Students will prepare a plan, section and elevations of a typical house.

Automotive (Certificate 1) Length: Full Year Course V Tech Automotive, 14 Bishopstone Road, Davoren Park Course Outline • Apply safe working practices • Identify environmental regulations and best practices in a workplace or business • Work effectively with others • Apply basic communication skills • Test, service and maintain battery storage systems • Carry out servicing operations • Use and maintain workplace tools and equipment Some subjects tasks are structured to be carried out in the workplace. All students must complete 20 hours of compulsory Structured Workplace Learning in the automotive industry.

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Automotive Advanced Course Length: Full Year Course V Tech Automotive, 14 Bishopstone Road, Davoren Park Course Outline • Balance tyres and wheels • Use and maintain basic measuring devices • Service engines and associated components (Outdoor power equipment) • Repair engines and associated components (Outdoor Power equipment) • Apply automotive parts interpretation process All students must complete 10 days of compulsory Structured Workplace Learning in the automotive industry.

Business – Virtual Enterprise Marden Senior College, Marden Road, Marden Course Outline The Virtual Enterprise is a simulated business. With the support of their trainer the students set up and run the simulated business. The students conduct business by buying and selling products and services from other Virtual Enterprises (140 in Australia). Students learn about various business procedures and protocols in departments such as Reception, Purchasing, Marketing, and Sales and Finance. Students use virtual money to buy and sell virtual goods and services. This course can also be done as a full-year SSABSA VET subject.

St Dominic’s Priory College Curriculum Handbook 2011

Children’s Services part of CERT II IN COMMUNITY SERVICES (2 separate classes undertaking different competencies of the Certificate will run simultaneously) Course A *Course B

Children’s Services Introduction Children’s Services

Continuation / Completion

Our Lady of the Sacred Heart College 496 Regency Road, Enfield Accreditation: 2 SACE units (20 credits) Course Outline If you enjoy being with children and have patience, understanding, energy, adaptability and a willingness to take responsibility, this is the first step towards a career working in Children’s Services and a prerequisite requirement for completion of the Diploma of Children’s Services. This course gives students nationally recognised qualifications to work in child care centres, vacation care centres, family day care centres and home-based care services. You will learn about appropriate interaction with children and fulfilling their physical, emotional and self-care needs. Students study units of competencies from the Certificate II in Children Services. Topics covered will include children’s health and safety, nutrition and communication. Students will attend on job work placement in a childcare centre once a fortnight where they will be able to care and educate young children from 0-5 years of age.

Event Management (Function / Events)

Planning, coordinating, meetings, functions, conventions, exhibitions, official or social functions, launches or sports events, festivals, concerts or celebrations are all part of Event Management and this course will give you an insight into the Event Management Industry. Course pathway are areas such as; Function coordinator, Wedding Planner, Special event management, Business operations – public relations, Airline careers and many others.

Event Management (Music) Ausmusic, Level 1, Music House, Cnr. North Terrace & Morphett Street, Adelaide Course Outline Good management of events is a crucial ingredient for their success. This unit covers the principles of good management. Students will organise, under minimal supervision, a local event. The type of music event will be decided upon and organised as a group. At the completion of this module the student should be able to: • Define the concept of an event, their economic and cultural impact • Plan an event • Seek out appropriate sponsorship of event • Employ appropriate staff • Market the events • Demonstrate financial control of event and budget • Manage legal requirements and risk management\ • Manage the logistics and co-ordination of the event • Stage the events • Evaluate and report to appropriate organisations / individuals

TIME Pty Ltd (Training Innovation – Management & Enterprise) Wilderness School, 30 Hawkers Road, Medindie Course Outline Organising an event is not as simple as it seems. There are all the logistical issues to consider like venue hire, catering, safety, transport, council and government regulations, audio visual requirements, crowd control, just to name a few. What happens when something goes wrong (which very often is the case)? You must have a contingency plan. How do you get people to come to the event, how do you market the event? And then there are the invitations, media involvement and dealing with celebrities. There are lots of varied and exciting parts to this profession.

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St Dominicâ&#x20AC;&#x2122;s Priory College Curriculum Handbook 2011

Electrocomms (Certificate I)

General Construction (Certificate 1)

Length: Full Year

Doorways to Construction

Course Outline This program covers the introductory all new Apprentices learn e.g., Occupational Health & Safety, and Workshop Practices.

North East Vocational College - 114 Tolley Road, St. Agnes

This course is structured to provide 260 hours of school attendance with 160 hours of work experience.

Course Outline This program is designed for students who are considering a career in the building industry. It includes workplace learning so students can taste what it is like to be employed in this industry. The program is a broad and general introduction to the industry for students providing them with a solid foundation of skill, knowledge and experience which articulate into a range of vocational courses and is the introduction for 72 career paths. It provides students with National Accreditation for skills that will enhance their opportunity to attain an Apprenticeship in the industry.

This course is offered to Year 11 and 12 students and no prior experience is required. After successful completion of this program the student will be awarded the Certificate I in Electrotechnology.

Fibre and Fashion

Certificate 2 in Visual Arts & Contemporary Crafts Marden Senior College - Marden Road, Marden - 400 Block (classrooms clearly marked) Length: Full Year or 1 semester course (16 weeks) Course Outline This course is for those interested in a very creative approach to textiles in fashion and art. Areas covered include drawing through to stitch, printing & dying on fabric, photo imaging, embellishment, beading, stitching, fashion drawing, garment construction, design theory and other textile techniques. This course is for those interested in fashion design. The mechanisms of design will be covered including the fundamentals of design drawings and collaborating fashion portfolios.

Fitness Pathway St. Dominicâ&#x20AC;&#x2122;s Priory College - 139 Molesworth Street, North Adelaide Course Outline This course has been specifically designed for Senior School Students with the consideration of delivering a practical and enjoyable fitness program. For students who wish to enter into further fitness study, this course will give them a good head start to entering into the Certificate III in Fitness. This course offers a gateway to many areas within the fitness industry. It provides a very broad base of knowledge and practical skills that are relevant to and useable across the Resort, Leisure, Fitness, Aquatic, Outdoor and Recreation Industries. Students can complete 1 semester if they do not wish to complete the full year course.

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Length: Full Year Course (Semester 1 enrolment)

The program will be delivered through class-based and working projects that simulate a working construction environment. Students will be required to perform 120 hours of structured workplace learning with assessment carried out in the workplace.

Graphic Design Marden Senior College - Marden Road, Marden Course Outline The overall plan is to come up with an entire marketing/ advertising package for a company, including the logo, A4 letterhead, business cards, merchandise, website and digital files. For students wishing to complete the Multimedia component of the course can enroll in this next Semester. The overall plan for Semester 2 is to produce a portfolio of photos and place them on a website. 1 SACE unit.

St Dominic’s Priory College Curriculum Handbook 2011

Hairdressing (Certificate II) Clip Joint - 86 Gawler Place, Adelaide Length: 1 - 3 semesters – Semester 1 enrolment Course Outline This course provides students who want a career in hairdressing with valuable insight into the profession. Students do not have to complete the full Certificate and can choose to complete only 1 semester of the course. Students must complete 3 semesters for the full Certificate II.

Hospitality Kitchen Operations (Certificate 1) SITE Academy - Sfera Park Suits & Convention Centre, 191 Reservoir Road, Modbury AND Nazareth Catholic College - 1 Hartley Road, Flinders Park

Certificate II in Hairdressing is a qualification that teaches the skills needed to become a ‘Hairdressing Salon Assistant’. The focus of the training is to learn valuable skills for working and assisting qualified hairdressers in a salon environment.

Course Outline A Certificate I in Hospitality (Kitchen Operations) reflects the role of entry level employees who perform routine tasks in the kitchen under direct supervision. Students who complete the courseware will be able to confidently apply for the Apprenticeships and Kitchen hand positions, knowing that they have the skills, knowledge and work experience to meet the requirements of the position.

All modules (apart from some work experience) are conducted on premises at the Clip Joint Academy of Hairdressing.

Interior Decorating and Design

Student can complete 1 semester if they do not wish to do the full year course.

Hospitality (Certificate 1) AHTS, SITE, TIME

Adelaide Hospitality & Tourism School - 97 Pirie Street, Adelaide TIME Pty Ltd (Training Innovation - Management & Enterprise) - Mesa Lunga, 140 Gouger Street, Adelaide SITE Academy - Sfera Park Suits & Convention Centre - 191 Reservoir Road, Modbury Course Outline These courses allow students to gain an understanding of the hospitality industry, front of house. Students will be required to participate in work placement and learn skills in restaurant setup and service. Following are some of the units: • Work with colleagues and customers • Work in a socially diverse environment • Follow Health, Safety and Security procedures • Develop and update hospitality industry knowledge • Follow workplace hygiene procedures • Prove a link between kitchen and service areas • Prepare and serve non-alcoholic beverages • Provide food and beverage service • Prepare and service espresso coffee

Annesley College - 89 Greenhill Road, Wayville Course Outline There’s a world of opportunity for trained interior designers. A trained decorator is one who plans what is needed for every room and knows where it will go before it is purchased. They understand fundamentally what the main point of dominance of the room will be or exactly how a person will ract when they enter or use the room. This course will provide you with a basic understanding of the approach to decoration and design. You will learn about how to use colour, how to follow a concept based on your inspiration for your decoration and about how to plan and represent your ideas on paper.

Make Up Services (Certificate II) Media Makeup Academy & Agency - Shop 17 Renaissance Arcade, Pulteney Street, Adelaide Length: Full Year course Course Outline The makeup industry is a highly regarded competitive industry and this course allows students to gain practical skills required to work as a professional photographic makeup artist for weddings in a studio or outdoor environment. Students undertake skin care and basic makeup application and develop techniques to update beauty industry knowledge.

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St Dominic’s Priory College Curriculum Handbook 2011

Make Up Services

Statement of Attainment Certificate II Media Makeup Academy and Agency - Shop 17 Renaissance Arcade, Pulteney Street, Adelaide Course Outline This is a fun practical short course that will give the participant a better understanding of the cosmetics industry and how to apply skin products and a basic makeup application to industry standards.

Massage for Health and Sport Natural Health Academy of Australia - Level 3, 47 South Terrace, Adelaide Course Outline A practical course to introduce students to the massage industry, using techniques to deal with stress management, health maintenance and to aid sporting activities. The techniques are performed through clothes and are suitable for all ages groups and genders. Students learn the professional skills that allow them to enjoy their vocation whilst creating their own lifestyle working with and helping people.

Over 15 weeks students will examine the structure of the music industry in Australia, developing the knowledge of the industry, exploring job profiles, career paths and opportunities with a view to identifying personal skills and interest and developing an individual career plan. The course designed for secondary school students with an interest in the music industry although students do not need to be musicians as this course focuses on Music Business.

Nursing Pathway Course Outline This course provides students with an opportunity to study health-related units of competency trained by teaching staff who are passionate about standards of care and the provision of quality learning experiences.

Pharmacy Course Outline A career in pharmacy provides opportunities that are interesting, challenging and rewarding. This course is specialised for the training of a pharmacy assistant.

Photography

Massage Therapy subjects are best learnt as a ‘hands-on’ subject. There is a considerable learning and and correction of practical techniques, personal postural assessment and adjustment for performing of the techniques, and detailing of personal information and feedback from class teachers. All this adds to the knowledge and quality of touch that must be developed for successful professional practice. This course is designed as an 80% ‘hands-on’ approach.

The Centre for Creative Photography - 138 Richmond Road, Marleston OR Our Lady of the Sacred Heart College - 496 Regency Road, Enfield

Music Industry Essentials

as an art form provides students with the opportunity to develop

Ausmusic - Level 1 / Music House, Cnr. North Terrace & Morphett Street, Adelaide

Course Outline Photographers record both events and experiences and present a diverse array of concepts and opinions. The study of photography their creativity and imagination. Some of the topics that may be covered during this course include: Cameras, lenses, shutter speeds and f-stops, correct

Course Outline The Australian music industry is a vital and energetic industry, which pervades the lives of most Australians.

exposures, film processing and chemistry, contact sheets and

Music is both an industry and an art form, meeting cultural and recreational needs while also offering major employment opportunities across many sectors: recording, publishing, retail, music business, entertainment, radio, television, film, video, advertising, computer software, multimedia, teaching and, of course, performance.

This course is intensive and creative and introduces students to

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enlarging, test strips and print controls, dodging, burning, and photographic retouching. the fundamentals of camera and darkroom practice. In addition, they explore historical and contemporary approaches to creative photography within a visual arts context. All consumer materials are supplied and students must have a 35mm manually operated S.L.R. camera.

St Dominic’s Priory College Curriculum Handbook 2011

Plumbing

Tourism (Operations) (Certificate 2)

Course Outline This program covers the introductory competencies all new Apprentices are taught; OH&S, Hand and Power Tools, Welding (Oxy and Arc), Copper Fabrication, Levelling and Sheet Metal work.

SITE Academy - Hindmarsh Stadium

This course is structured to provide 240 hours of school attendance with 160 hours of work experience. This course is offered to Year 11 and 12 students and no prior experience is required. After successful completion of this program the student will be awarded the Certificate I in General Construction. Details and information to be confirmed

Retail Operations (Certificate 1) St. Dominic’s Priory College - 139 Molesworth Street, North Adelaide Course Outline More Australians work in retail than in any other industry. The retail environment is dynamic and constantly evolving and there are many exciting opportunities in the retail sector. For those looking to find a career in the retail industry, manage or own your own retail enterprise, or just looking at gaining some part-time work while studying, this course gives an insight into various sectors of the retail industry.

Course Outline Tourism activity contributes to industries including travel agencies, accommodation, airlines, conferences and events, vehicle hire and many more. Tourism is a dynamic industry offering a range of diverse and exciting roles and the opportunity to work and travel throughout the world. Tourism represents the world’s largest industry. Much more than just a job – an exciting career! This course allows the students to identify the nature and diversity of the tourism industry and its sectors. Students will cover areas such as working with colleagues and customers, working in a social diverse environment, tourism industry knowledge and updating local knowledge. How to communicate on the telephone and perform office procedures and financial transactions, as well as processing and monitoring event registration, prepare quotations and promote products and services to customers. Students who successfully complete the Certificate II Tourism Events course will be able to study the Certificate II Meetings and Events in Semester 2.

This course aims to develop skills, knowledge and personal attributes for work at an entry level in the various sectors of the retail industry. Areas for focus are customer services, communication, operation of retail equipment and application of safe work practices. The students will be required to complete a week’s work placement.

Studio Recording (Introduction) Fat Trax Studio - 312 Wakefield Street, Adelaide Course Outline Held in one of Adelaide’s top recording studios with a leading Producer and Engineer, students will learn the process for recording and producing a 1-2 track ‘Demo’ with a musical act. The entire course is based around structured workplace learning and will be held on site at a commercial studio.

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St Dominic’s Priory College Curriculum Handbook 2011

Recognition of Community-Based Learning Community Learning The SACE Board continues to recognise learning that happens in a range of community settings. SACE students can gain recognition for community learning in two ways: 1 Community-developed Programs through a current award or certificate of a community-developed program, such as those offered by the Royal Life Saving Society or the Duke of Edinburgh’s Award 2 Self-directed Community Learning such as taking care of a family member, supporting a refugee family, or volunteering for a community project. To gain recognition for this kind of community learning, students need to show evidence about what they have learnt.

Community Developed Programs Many community organisations develop and accredit their own programs, and many of these are eligible for recognition towards the SACE. Examples of such programs include Australian Music Examinations Board, the Duke of Edinburgh’s Award, and the SA Country Fire Service. Students that have received an award or certificate from one of the organisations detailed in the table overleaf may be eligible for SACE credits. Students can apply for a recognition of Community-developed program by completing an application form and submitting the form to their school’s SACE Coordinator. The school’s SACE Coordinator will send the completed application form and a copy of the original community certfiicate / award (from the recognised Community-developed program) attached to the form to the SACE Board.

Self Directed Programs Self-directed Community Learning may be gained through learning experiences that do not follow a formal, accredited curriculum. Individual students may participate in a range of programs or sets of activities that are not formally accredited. Examples of this type of learning include: • Acting as a carer for an elderly or invalid person • Creating media productions (e.g. films, websites) outside school. • Officiating at a series of sporting events. • Performing in sport at an elite level. • Planning and coordinating community or recreational events.

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• Taking a leadership role in community land-care or conservation groups. • Taking a leadership role in community theatrical productions. • Taking a leadership role in volunteer organisations. • Taking a leadership role in the workplace. • Teaching others specialised skills (e.g. dance). The process for students to have their self-directed community learning considered for recognition as part of their SACE involves the student filing in an application and attending an interview. At the interview the student provides evidence of her learning to a Community Learning Assessor(s). The Community Learning Assessor(s) will make notes, record the interview electronically, and make a written record of evidence. The assessment judgements about the evidence are made using the assessment criteria.

Community Development This area of community learning is a result of activities or services in which a student’s participation and collaboration with others benefits the local or broader community. This learning may be the result of one-off or ongoing projects or activities undertaken individually or with government or nongovernment agencies. Examples of learning in this category are contributing to community projects or community arts programs, deepening one’s learning about one’s culture, and participating in government initiatives such as Youth Parliament or organisations such as Trees for Life.

SACE Completion and Community Learning Students can count up to 80 credits of community learning at Stage 1 and/or Stage 2 towards the completion requirements of the SACE. However, students cannot count the same community learning more than once towards SACE completion. For example, a student who has used part of the Queen’s Guide Award in a SACE subject, such as Community Studies or Physical Education, cannot then count the same award as community learning. If the student’s application for recognition is approved, the results are reported on the SACE Record of Achievement as status ‘Granted’. No grade or score is attached to the results for community learning. Students will be notified of the results in the same way and at the same time as they are notified of their results for all other subjects. This cannot be counted towards a Australian Tertiary Admissions Rank (ATAR)

St Dominic’s Priory College Curriculum Handbook 2011

List of Recognised Community-Developed Programs Australian Air Force Cadets Home Training – Proficiency course = Stage 1 20 credits Home Training – Advanced course = Stage 1 20 credits Home Training – Qualified course = 2 Stage 20 credits Australia & New Zealand Cultural Arts Ltd Practical Music Grade 5 = Stage 1 10 credits Practical Music Grade 6 = Stage 1 20 credits Practical Music Grade 7 = Stage 1 20 credits Practical Music Grade 8 = Stage 1 20 credits Australian Army Cadets Cadet Training unit + Radio comm = Stage 1 20 credits Junior Leaders Course (Corporal) = Stage 1 10 credits Australian Business Week Enterprise Education Program = Stage 1 10 credits Australian Guild of Music & Speech Practical Music Grade 5 = Stage 1 10 credits Practical Music Grade 6 = Stage 1 20 credits Practical Music Grade 7 = Stage 1 20 credits Practical Music Grade 8 = Stage 1 20 credits Australian Music Examination Board Practical Music Grade 5 = Stage 1 10 credits Practical Music Grade 6 = Stage 1 20 credits Practical Music Grade 7 = Stage 1 20 credits Practical Music Grade 8 = Stage 1 20 credits Piano for Leisure Grade 5 = Stage 1 10 credits Piano for Leisure Grade 6 = Stage 1 20 credits Piano for Leisure Grade 7 = Stage 1 20 credits Piano for Leisure Grade 8 = Stage 1 20 credits Drama and Performance 6 = Stage 1 20 credits Drama and Performance 7 = Stage 1 20 credits Drama and Performance 8 = Stage 1 20 credits Catholic Education SA Choices for Indigenous Secondary Students Program (CISS) = Stage 1 10 credits CISCO Networking Academy CNNA Discovery 1 = Stage 1 10 credits CNNA Discovery 2 = Stage 1 10 credits CNNA Discovery 3 = Stage 1 20 credits CNNA Discovery 4 = Stage 1 20 credits CNNA Exploration 1 = Stage 1 20 credits CNNA Exploration 2 = Stage 1 20 credits CNNA Exploration 3 = Stage 1 20 credits CNNA Exploration 4 = Stage 1 20 credits Duke of Edinburgh’s Award Bronze award = Stage 1 10 credits Silver award = Stage 1 20 credits (if Bronze not done) Silver award = Stage 1 10 credits (if Bronze completed) Gold award = Stage 2 20 credits

The Equestrian Federation of Australia Introductory Horse Management = Stage 1 10 credits Introductory Riding Program = Stage 1 10 credits Guides SA Queen’s Guide Award = Stage 1 30 credits + Stage 2 20 credits Operation Flinders Foundation Certificate of Achievement = Stage 1 20 credits Royal Life Saving Society (SA Branch) Bronze medallion + Senior First Aid = Stage 1 10 credits Bronze cross = Stage 1 10 credits Award of Merit = Stage 1 20 credits Distinction = Stage 1 20 credits Pool Lifeguard = Stage 1 10 credits + 1 Stage 20 credits Austswim Teacher = Stage 1 20 credits SA Country Fire Service Basic Firefighting 1 = Stage 1 20 credits (+ 3 VET units of competency) SA State Emergency Services Introduction and Basic Skills Course = Stage 1 20 credits SA Tall Ships Inc Adventure Sail Training Voyage = Stage 1 10 credits + Stage 1 10 credits Leader = Stage 2 20 credits Scouts Australia Queen’s Scout Award = Stage 1 30 credits + Stage 2 20 credits St Cecilia School of Music Practical Music Grade 5 = Stage 1 10 credits Practical Musical Grade 6 = Stage 1 20 credits Practical Musical Grade 7 = Stage 1 20 credits Practical Musical Grade 8 = Stage 1 20 credits St Johns Ambulance Australia Cadets Senior First Aid + Family Care = Stage 1 10 credits Hygienic Food Handling = Stage 1 10 credits Communication = Stage 1 10 credits Casualty Simulation + Defibrillation = Stage 1 10 credits Trinity College London Music Performance Grade 5 = Stage 1 10 credits Music Performance Grade 6 = Stage 1 20 credits Music Performance Grade 7 = Stage 1 20 credits Music Performance Grade 8 = Stage 1 20 credits Young Achievement Australia Business Skills Program Participation Certificate = Stage 1 10 credits Business Skills Program Participation Certificate (High Achievement) = Stage 1 10 credits + Stage 1 10 credits

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Students With Special Learning Needs Students with special learning needs are catered for in a number of ways. For students diagnosed with disabilities who meet the criteria for additional Commonwealth funding, the College may arrange extra tutoring and negotiate curricula to meet their individual needs, as well as ensuring that special provisions for assessment, within SSABSA guidelines are implemented.

Adaptive Education Other students may be nominated to join the Adaptive Education program, which runs from Years 8-12. This program offers support for students in small groups, and generally replaces one subject line. The Adaptive Education program is a flexible program with a strong emphasis on literacy and numeracy in the earlier years, moving increasingly towards an individual support and tutoring role in the senior years.

Learning Assistance Program (LAP) This program runs with the assistance of volunteer parents, friends, old scholars and senior students. The aim is to offer students who are experiencing difficulties with some of their studies regular assistance on a one-to-one basis. Students usually participate for one lesson per week for a number of terms depending upon their needs. Volunteers are always most welcome to join this program as tutors.

International and Immigrant Students Special programs are run to help the students whom we welcome into our community from overseas to adjust to a new learning environment, and to address their individual learning needs.

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Education Beyond the Classroom The staff at St Dominic’s believe in the provision of a balanced education where the spiritual, physical, intellectual and emotional growth are seen as complementary.

Currently St Dominic’s is engaged in a range of out of classroom offerings that both support and enrich the curriculum. Examples include:

US President Roosevelt once commented “young people have a deep inner need for excitement and adventure. Either we provide that in a context that is healthy and constructive or they will find it in an environment that is unhealthy and destructive.”

Year 8 Camp (Victor Harbour) Year 8–11 Day Retreats Year 9 Camp (Moonta) Year 10 Kangaroo Island Geography Camp Year 10 Work Experience Year 11 Marine Biology Yorke Peninsula Camp Year 11 Indian Pilgrimage Year 11 Canberra Trip Year 10-12 Trip to France Year 10-12 Italy Trip Year 12 Overnight Retreat Come Out/Festival of Arts French Camp for Senior Students

We at St Dominic’s believe that education outside the classroom is a powerful tool as it combines physical, psychological and social skills and develops the opportunity to strengthen positive staff/student relationships. These opportunities provide an avenue for girls to experience success in a variety of settings. In this way individual talents are more likely to be exposed. Co-curricular activities also provide self-challenging opportunities that help students in their understanding of themselves and others.

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Co-Curricular Activities Art Workshop The Art Workshop caters for secondary Art students. Students can either continue with classroom tasks or they may see this time as an opportunity to receive help with homework tasks. The duration of time for this extra curricular activity is from 3.30pm–4.30pm after school on Wednesdays.

Club International Club International aims at involving mainly Year 8, 9 and 10 language students in the organisation and preparation of social and cultural events in and out of school. Outings to foreign films, cafes, restaurants etc are organised to involve particular year levels outside of school hours. Events such as Carnevale are for whole school participation. In addition Club International aims to promote further the cultural aspects of the languages taught at the school and it aims to foster an awareness of the rich cultural diversity St Dominic’s has to offer within its community.

Debating Teams from Years 8-12 are entered in the South Australian Debating Association Schools Competition where they compete against other Catholic, Independent and State High Schools. These are held on Tuesday and Wednesday nights during Terms 2 and 3. Years 8-10 teams have five debates per year whilst Years 11-12 have four.

Environment Group This group meets on nominated lunch times to discuss, raise awareness and take action on environmental issues within and beyond the school. The group supports the work of the Wilderness Society, Trees for Life and KESAB. For the past several years they have sponsored a dolphin through the Australian Whale & Dolphin Conservation Society and more recently an orphaned baby orangutan. They have also assisted in the beautification of the school grounds and initiated a bottle recycling system.

Homework Club

Maths Club

Homework Club aims to give students the opportunity to complete extra homework or gain assistance if necessary, in a number of areas. It is run on Wednesday afternoons from 3:30pm to 4:30pm in the school Library. It is open to students from Years 8-12.

The Maths Club provides an opportunity for students in Years 8-12 to develop skills by: • Extension exercises • Obtain help with: – Class work – Homework – Test and exam preparation and corrections – Assignments, investigations and projects The Maths Club meets once a week after school, 3.30-4.30pm.

Knitting Club Students who are keen to learn and develop skills in this popular craft are encouraged to come to classes at a designated time as communicated to students through the daily message sheet. Page 114

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Music Music is a vital part of the St Dominic’s co-curricula and has a high profile within the school and wider community and complements the classroom music program in Years 8-12. The students are often invited to perform at various public and private events. The College offers students a breadth of musical experiences through: School Choir The School Choir consists of students from Years 8-12. Performances include masses, school and community functions, concerts and weddings. Entry is by audition at the beginning of the year or by invitation. Rehearsals are conducted once a week after school. Previous vocal experience is not a pre-requisite to becoming a member of the Choir. Concert Band This ensemble caters for all instrumentalists from mid-primary to upper-secondary levels. Concert Band performs a wide variety of music. Rehearsals are held once a week. String Orchestra String Orchestra performs at school and community functions and involves students playing violin, viola, ‘cello and double bass. Instrumental Tuition This is available to any student in the school from Year 3 to Year 12; an additional tuition fee applies for this option. Lessons are available for the following instruments: • • • • • • • • • •

Clarinet Classical and Jazz voice Drums/Percussion Electric/Acoustic/Bass Guitar Flute/Recorder Piano/Keyboard Saxophone Trombone Trumpet Violin/Viola/Cello

Instrumental lessons overlap with the normal school timetable and consequently, students participating in the program miss normal scheduled lessons to attend their lessons. Instrumental lessons are normally organised on a rotating timetable to minimise the impact on any one subject. Students have the responsibility of catching up on the classroom work missed due their instrumental lessons. Dedication and self motivation is essential to learn an instrument and gain a level of proficiency. It is therefore expected that a student’s enrolment will be for a minimum of a semester. Please contact the Music Co-ordinator for enrolments and any queries.

Politics and History Club The Politics and History Club aims to expand students’ political and historical awareness. It does not promote particular individuals or political parties. It encourages an active interest in local, national and world issues. A wide variety of speakers from all political persuasions and cultural backgrounds are invited to speak to students, usually at lunch times and a range of activities, such as mock elections, films and debates are organised. Students from all year levels are welcome and those who are interested are encouraged to seek membership of the Student Committee.

Press Club Membership of the St. Dominic’s Press Club is open to students from Years 8-12 to prepare articles for publication in our student newspaper, ‘The Dominican Herald’. Published twice each term, the newspaper focuses on school events and activities, with students planning, writing, taking photographs and doing the layout. The Press Club members attend sessions each week to plan, write and edit articles, and to prepare images for their articles.

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Public Speaking Students are provided with the opportunity to participate in a number of Public Speaking competitions, where they can develop their communication and thinking skills, as well as develop their confidence in speaking in front of a group of people. Such competitions include: • • • •

Rostrum Voice of Youth Plain English Speaking Award Junior Legacy Public Speaking Award Lions Youth of the Year Award

Students, as part of these Public Speaking Awards, are asked to prepare and practise a speech of a specific length of time, based around either a topic of their choice or chosen from a number of given topics. Students are also expected to present an impromptu speech, after choosing a topic and being given a specific period of time to prepare it. Support and guidance is given to students at school to help them in their preparation for the various Public Speaking Competitions/Awards.

St Vinnies Group The St Vinnies Group is made up of students from Year 8-12 who are interested in putting their faith into action. The group is called to help the poor in our community in practical ways by coordinating the donations of goods from school, raising awareness of the plight of the poor and the great work of the St Vincent de Paul Society founded by Frederic Oznam. The students meet regularly and coordinate the Winter Appeal and take a major role in the Mass for the Poor. They are also involved in the wider interschool activities both to fundraise and raise awareness.

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School Musical Apart from Drama as a subject, students from Year 9 upwards have the opportunity to participate in a school musical production each year culminating in public performance, usually over three nights. Rehearsals are held after school hours during Terms 1 and 2 and during first term holidays.

St Dominic’s Priory College Curriculum Handbook 2011

Sport

Co-Curricular Sport

Sport Electives

Saturday Morning

Students in Years 10–12 participate for one hour per week in sport electives.

Students from Years 8-12 are encouraged to play Saturday morning sport for the school. St Dominic’s Priory College is a member of the South Australian Catholic School Girls Secondary Sports Association (SACSSSA) and enters teams from all year levels in their competition. No experience is necessary, and training is held before school, after school or during sport lessons.

The aim of these electives is to allow students the opportunity to: • foster enjoyment through participation in physical activities. • provide a high standard of tuition in sports activities, by retaining expert coaches where necessary. • develop enthusiasm for physical activity by offering a wide variety of sports. • allow choice in selection of activity. • offer competitive sport at inter-school level in as many spheres as possible. • progressively develop each student’s potential skills. • promote good sportsmanship and team spirit. • engender a desire to continue recreational pursuits into adulthood. • increase each student’s level of self-confidence. • develop leadership, responsibility, harmony in a group or team environment. During Term 1 this time is devoted to Sports Day practice. In Terms 2-4 students participating in the Saturday morning sporting competition use this lesson as their training time. All other students elect to participate in one of the activities listed below. Students are encouraged to change their choice each six week unit to allow them the opportunity to experience different activities. • • • • • •

Aerobics Circuit Walking Yoga Kick Boxing RPM

Inter-School Carnivals Girls are selected for inter-school athletic and swimming carnivals by their performance in school sports day and swimming carnival, and by their performance in trials. St Dominic’s participates in the SACSSSA swimming carnival, and athletics carnival, as well as the All Schools Athletics Carnival (SASSSA). Each year the school also enters between two and four teams in Statewide Knockout competitions. The sports entered in are dependent on student talents and interests.

Term 1 Sport Athletics School Sports Day, SACSSSA Carnival, SASSSA Carnival, Knockout Cup Swimming SACSSSA Swimming Carnival Saturday Morning Sport Tennis, Basketball, Touch, Water Polo

Term 2 & 3 Sport Cross Country SASSSA Cross Country Championships Saturday Morning Sport Netball, Hockey, Soccer State-wide Knockout Dependent on students’ talents and interests

Term 4 Sport Saturday Morning Sport Basketball, Touch, Volleyball, Water Polo Swimming School Swimming Carnival Ekiden Relay SASSSA

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Index of Curriculum Offerings for 2011 Curriculum

Pages

Subjects

Years Available Middle School

Senior School

22-34 The Arts

Art Design Drama Creative Arts Visual Arts Music

8 – 8 – – 8

9 – 9 – – 9

10 – 10 – – 10

11 11 11 11 – 11

12 – 12 – 12 12

Community Studies

–

English 37-46

English English Pathways English Communications English Studies English as a Second Language English as a Second Language Studies

8 – – – – –

9 – – – – –

10 – – – – –

11 11 11 11 11 –

12 – 12 12 12 12

Health & Physical Education 47-50

Physical Education Recreational Physical Education

8 –

9 –

10 10

11 –

12 –

Languages other than English 51-61

French Italian

8 8

9 9

10 10

11 11

12 12

Mathematics 62-68

Mathematics Mathematics (Core or Extension) Mathematical Applications Mathematical Methods Mathematical Studies Numeracy for Work and Community Life Specialist Mathematics

8 – – – – – –

9 – – – – – –

– 10 10 – – – –

– – 11 11 11 11 11

– – 12 12 12 – 12

–

Personal Learning Plan

35-36

Religious Education 70-73

Religious Education Religion Studies Society and Culture

8 – –

9 – –

10 – –

– 11 –

– 12 12

Science 74-79

Biology Chemistry General Science Physics

– – 8 –

– – 9 –

– – 10 –

11 11 – 11

12 12 – 12

Society & Environment 70-97

Accounting Business and Enterprise Classical Studies Commerce Contemporary Society Economics Geography History Legal Studies Tourism Workplace Practices

– – – – – – 8 8 – – –

– – – – 9 – 9 9 – – –

– – – 10 – – 10 10 – – –

11 – – – – 11 11 11 11 – –

12 12 12 – – 12 12 12 – 12 12

Technology 98-101

Information Comm Technology Information Technology Systems Info Processing & Publishing

8 – –

9 – –

10 – –

– 11 11

– – –

Word Processing

–

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