COURSE GUIDE 2026

Description

Students learn about the history, literature, society and culture of ancient civilisations, which may include Asia-Australia, the Americas, Europe and Western Asia, and the classical civilisations of Greece and Rome. They consider the environmental, social, economic, religious, cultural, and aesthetic aspects of societies. Compulsory topic: Topic 1: Understanding ancient history. Additional topics: Topic 2: Art, architecture, and technology Topic 3: Warfare and conquest Topic 4: Social structures, slavery, and everyday life Topic 5: Beliefs, rituals, and mythology Topic 6: Creative representations.

Description

This course focuses on the dynamic nature of the Food and Hospitality Industry in Australian Society. Students are required to work independently and collaboratively to achieve common goals. Throughout the course students complete tasks in the following learning areas:

• Presenting food
• Safe food handling and food hygiene
• Catering for functions
• Marketing products
• Cultural influences
• Investigation of contemporary issues

Students undertake:

• Assessment Type 1: Practical Activity includes 3 assessment tasks relevant to the Area of Study
• Assessment Type 2: Group Activity
• Assessment Type 3: Investigation (1,000 words)

This subject is offered as a 10 credit subject (one semester) or 20 credits over the whole year.

Description

This course is designed for students beginning their study of Japanese at the senior secondary level. Students develop skills in listening, speaking, reading, and writing in Japanese, with a focus on real-life communication. They engage with a range of spoken, written, visual, and multimodal texts, using digital technologies to support their learning and communication. The course helps students understand how language and culture are connected, building their ability to interact with Japanese speakers and appreciate the values, traditions, and social norms of Japanese society. Learning is hands-on and practical, providing students with the skills to communicate in familiar contexts such as school, daily life, and leisure.

Description

This subject focuses on the skills of historical enquiry and analysis. Students explore the concepts of continuity and change, cause and effect, perspective and interpretation. Stage 1 Modern History consists of the following topics:

• Imperialism
• Decolonisation
• Indigenous peoples
• Social movements
• Revolution
• Elective

In the 10 credit course students study two or more topics, one of which may be an elective topic.

Description

In this subject students will develop an understanding of the nature of tourists, tourism, and the tourism industry. Students explore economic, social, cultural, and environmental impacts and interactions of tourism activity. They also develop an understanding of tourism from host, tourism operator and traveller perspectives and investigate tourism locally, nationally, and globally. Tasks:

• Case Study
• Source analysis
• Practical Activity
• Investigation

Description

The English subject aims to develop students’ competence and independence in using spoken and written English in various situations. At Stage 1 (Year 11), English is offered as a two-semester course worth 20 credits. Students who are considering English or English Literacy Studies at Stage 2 (Year 12) are advised to complete this English course. Those who do not plan to study English at Stage 2 are recommended to take Essential English instead. During course counseling, students will receive guidance to choose the English subject that best suits them. Successful completion of Stage 1 English enables students to proceed to Stage 2 English or Stage 2 English Literacy Studies. The topics covered in Stage 1 English include:

• Responding to texts: This involves studying novels, short stories, and films to analyze and interpret their content.
• Creating Texts: Students engage in creative writing (e.g., narratives), persuasive writing (e.g., expositions), and informative writing (e.g., information reports).
• Intertextual Study: Students explore how knowledge of one text influences the understanding of another.
• Connected Text Study: This involves comparing and analyzing different texts, such as a film and a novel.

Please note: Students must achieve a C grade or better in 20 credits of either English or Essential English in order to be eligible to achieve their SACE

Description

Essential English provides additional literacy support for students’ studies and future pathways. It focuses on developing written and oral language skills necessary for effective interaction in learning, work, and community contexts. The program enables students to engage with a variety of texts from different contexts, respond to them, and produce their own texts for various purposes and audiences. Practical activities may be included in the learning process. The topics covered in Stage 1 Essential English include:

• Responding to texts: This involves studying novels, short stories, and films to analyze and interpret their content.
• Creating Texts: Students engage in creative writing (e.g., narratives), persuasive writing (e.g., expositions), and informative writing (e.g., information reports).

Students who successfully complete Stage 1 Essential English and are considering Stage 2 Essential English must be recommended by their teacher before Course Counselling. Please note: Students must achieve a C grade or better in 20 credits of either English or Essential English in order to be eligible to achieve their SACE

Description

Students explore participation, performance, leadership and personal development through a range of physical activities, outdoor recreation experiences, coaching opportunities and community based events. Students develop practical skills, collaboration, communication and decision-making while investigating factors that influence health, wellbeing, fitness and performance outcomes. Activities may include sports, fitness training, outdoor education, coaching and event organisation. Students reflect on their learning and evaluate their development of capabilities such as Critical and Creative Thinking and Personal and Social Capability. Assessment tasks may include:

• Practical inquiries and performance reflections
• Coaching and event management projects
• Outdoor education and excursion-based learning
• Personal fitness and nutrition programs
• Research, evaluations, and collaborative tasks

Topics may include:

• Skill development and performance analysis
• Leadership and teamwork
• Health, fitness, and nutrition
• Coaching principles and strategies
• Outdoor recreation and safety
• Goal setting and personal development
• Community engagement and collaboration

Description

The study of Outdoor Education provides students with opportunities to experience personal growth and to develop social skills, self-confidence, initiative, self-reliance, leadership, and collaborative skills. Students develop their relationship with natural environments impacting positively on students’ health and wellbeing and fostering a lifelong connection with nature and a commitment to responsible activity in natural environments. Please note: this course will incur additional costs to attend camps/ excursions for aspects such as camping fees, transport, equipment hire and professional instruction.

Description

In Child Studies, students examine the period of childhood from conception to 8 years, and issues related to the growth, health and well-being of children. They examine diverse attitudes, values and beliefs about childhood and the care of children, the nature of contemporary families and the changing roles of children in a contemporary consumer society. Students undertake:

• Assessment Type 1: Practical Activity includes 3 assessment tasks relevant to the Area of Study
• Assessment Type 2: Group Activity
• Assessment Type 3: Investigation (1,000 words)

Description

This course is designed for students beginning their study of Japanese at the senior secondary level. Students develop skills in listening, speaking, reading, and writing in Japanese, with a focus on real-life communication. They engage with a range of spoken, written, visual, and multimodal texts, using digital technologies to support their learning and communication. The course helps students understand how language and culture are connected, building their ability to interact with Japanese speakers and appreciate the values, traditions, and social norms of Japanese society. Learning is hands-on and practical, providing students with the skills to communicate in familiar contexts such as school, daily life, and leisure.

Description

Essential Mathematics offers stage 1 students the opportunity to extend their mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts. Students apply mathematics to settings, including everyday calculations, financial management, business applications, measurement and geometry, and statistics in social contexts. The subject has an emphasis on developing students’ computational skills and expanding their ability to apply their mathematical skills in flexible and resourceful ways using technology. Students studying this course will have plans to:

• Study one semester to meet the minimum SACE numeracy requirement,
• Study two semesters of Essential Mathematics followed by stage 2 Community Connections Mathematics.

It is important to note that studying two semesters of stage 1 Essential Mathematics does not prepare students for stage 2 Essential Mathematics. Students planning to study Essential Mathematics at stage 2 must study at least one semester of stage 1 General Mathematics.

Description

This course will assist students in advancing their knowledge and understanding in Agriculture and Horticulture using technology and sustainable practices. It involves both theory and practical components and provides students with the opportunity to develop skills in investigation design, practical techniques, communication, analysis and evaluation of information. Students gain knowledge and understanding relevant to primary industries through topics related to animals, plants, soils, climate, water, and investigate issues in a national and/or global context. This course prepares students for the Stage 2 Agriculture and Horticulture course.

Description

The study of Biology offers students the opportunity to explore and understand life science. Students develop an understanding of the organisation of life; from a microscopic to biome level. Students are prepared for the further study of Biology at Stage 2. Topics consist of:

• Semester 1 – Biodiversity and Ecosystems Dynamics – Cells and Microorganisms
• Semester 2 – Multicellular Organisms – Infectious Disease

Description

The study of Chemistry offers students opportunities to consider the use of the planet’s resources and the impact of human activities on the environment. Students develop an understanding of the physical world that allows them to make informed decisions on the production and reactions of natural and processed materials. Significant practical work forms a basis to this course. This course prepares students for the study of Chemistry at Stage 2. Topics consist of:

• Semester 1 – Materials and their atoms – Combinations of atoms – Molecules
• Semester 2 – Mixtures and solutions – Acids and bases – Redox reactions

Description

The purpose of Activating Identities and Futures (AIF) is for students to take greater ownership and agency over their learning (learning how to learn) as they select relevant strategies (knowing what to do when you don’t know what to do) to explore, create and/or plan to progress an area of personal interest towards a learning output. Students explore ideas related to an area of personal interest through a process of self-directed inquiry. They draw on knowledge, skills and capabilities developed throughout their education that they can apply in this new context and select relevant strategies to progress the learning to a resolution. The focus of the exploration aims to develop capabilities and support students in their chosen pathways. School Assessment

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

External Assessment

• Assessment Type 3: Appraisal (30%)

Description

The course merges Woodwork, Metalwork and Construction into a cohesive program that reflects the way trades operate in the real world. This course offers students a hands-on, project-based learning experience that integrates construction, fabrication and design. A future-focused trades program where students learn by designing and building real solutions for real people. Working as part of a team, students develop real trade skills by planning, managing and delivering projects for genuine community and industry clients. Students develop skills in:

• Welding and metal fabrication
• Timber construction and joinery
• Structural design and planning
• Project management and client communication
• Technical drawing and materials analysis

Through self-directed and collaborative learning, students build confidence, independence and problem-solving abilities and skills that directly prepare them for apprenticeships, traineeships and trade careers. This course supports Stage 1 and Stage 2 pathways in Design, Technology & Engineering and has strong connections to VET recognition. Students are prepared for further study, employment and entry into the trades industry. Tasks: • Design brief analysis and project planning. • Practical construction and fabrication tasks. • Written reflections and learning journals. • Client communication and project reviews

Description

This course offers students immersive exploration of digital communication, focusing on Photography and Graphic Design. Through design-based projects, students develop skills in camera techniques, photo manipulation and graphic design. Using the Adobe suite, students learn to use industry-standard software. The course prepares students for future studies and careers in digital communication. Please note: Students have the option to negotiate size and cost, however this may require additional funding from families.

Description

Creative Arts sees students undertake a specialised study within or across one or more arts disciplines. There is a focus on the creative arts process, development and production, concepts in creative arts disciplines and creative arts in practice. There are two assessment types:

• Product (50%) Students develop and present one creative arts product (eg. performance, recording, visual artwork, film, etc).
• Folio (50%) Students undertake one inquiry into the products of individual creative arts practitioners. They also undertake one skills assessment (with a skills record and reflection) for their folio.

Description

Students have opportunities for a specialised study within or across this arts discipline. They actively participate in the development and presentation of creative arts products. These may take the form of, for example, a concert, recording, projects, music video clips, musical production, performances, musicals and song writing. Students analyse and evaluate creative arts products in different contexts and from various perspectives and gain an understanding and appreciation of the ways in which creative arts contribute to and shape the intellectual, social, and cultural life of individuals and communities. The following assessment types enable students to demonstrate their learning in Stage 1 Creative Arts:

• Assessment Type 1: Product Students present one arts presentation (eg performance, CD, recording etc) material which demonstrates their investigation, skill development and reflection
• Assessment Type 2: Practical Skills Students present one folio which includes a musical skills record and a reflection
• Assessment Type 3: Inquiry Students investigate the work of Creative Arts Practitioners This is available as a 10 credit subject (one semester), or 20 credits over the whole year.

Description

In Creative Arts, students have opportunities for specialised study within and across the Clothing and Textiles disciplines offered as subjects within the SACE. Individual students or groups of students, in consultation with their teacher, choose one or more creative arts products as a focus of learning. Students investigate practitioners and skills and techniques to help develop their skills and learn new techniques to complete 3 assessment tasks. The following assessment types enable students to demonstrate their learning in Stage 1 Creative Arts:

• Assessment Type 1: Product Presentation of a folio which demonstrates investigation and development of skills with reflections
• Assessment Type 2: Practical Skills Folio and Inquiry Presentation of a folio which demonstrates the application of a specified skill and presentation of 1 folio which includes a biography, investigation and review of a creative artist.

The study of Creative Arts is worth 10 credits.

Description

In this semester course students learn about an innovator/practitioner in relation to a dramatic style. They participate in practical activities further developing their characterization and presenting to their class peers, along with reflecting on the page to stage process. Students have the opportunity to work as an ensemble, taking on an onstage or offstage technical role to produce a group production to be performed to a public audience. They connect the theory components to the practical by examining the dramatic process reflecting on their growth as an artist. Content may vary depending on student’s prior knowledge, student numbers and the combination of classes. Students need to be available for after school rehearsals to complete group production task.

Description

School Band is an elective subject which runs throughout the year for 1 lesson per week. To become a member of the band, students should have at least one year’s experience on their chosen instrument. The Millicent High School Band plays at assemblies, school concerts and community events. Students have the choice of completing a Stage 1 Community Studies with a music focus, for 10 SACE credits over the course of the year.

Description

Students undertake the study of traditional Visual Arts. This involves the process of the creation of an artwork including the initiation and development of ideas, research, analysis, exploration, experimentation with media, and production of practical work. The following assessment types enable students to demonstrate their learning:

• Folio: students produce a folio in preparation of a final artwork
• Practical: students create a final artwork
• Visual Study: Students produce an investigation and skill development folio based on a chosen concept/media/ method