COURSE GUIDE 2026

Description

Students develop a critical and in-depth understanding of the history, literature, society, and culture of ancient civilisations across regions such as Asia–Australia, the Americas, Europe, Western Asia, and the classical worlds of Greece and Rome. They analyse and evaluate the environmental, social, economic, political, religious, cultural, and aesthetic dimensions of these societies, using a range of sources and perspectives. Students refine their ability to interpret evidence, construct informed arguments, and communicate insights about the complexities and enduring legacies of the ancient world. Students study three topics from the list of seven topics: Topic 1: Daily life Topic 2: Military conflict Topic 3: Political power and authority Topic 4: Religion Topic 5: Material culture Topic 6: Literature — prose, narrative, or epic Topic 7: Literature — drama and poetry.

Description

There are no prerequisites although it will be an advantage to have successfully completed Stage 1 Food and Hospitality. Students focus on the impact of the food and hospitality industry on Australian society and examine the contemporary and changing nature of the industry. Students develop relevant knowledge and skills as consumers and/or as industry workers.

• Assessment Type 1: Practical Activity (50%) Students complete five assessments, consisting of both theoretical and practical activities. These are completed individually.
• Assessment Type 2 Group Activity (20%) Students complete assessments consisting of group planning, preparation and practical work.
• Assessment Type 3: Investigation (30%) Students investigate a contemporary issue or trend in the Food and Hospitality Industry. This assessment is externally assessed.

Please note: Students may be required to supply additional ingredients for formative and summative work.

Description

Students wishing to study this course will find it an advantage to have successfully completed the Stage 1 Modern History course. The study of history gives students the opportunity to make sense of a complex and rapidly changing world by connecting past and present. Through the study of past events, actions, and phenomena students gain an insight into human nature and the ways in which individuals and societies function. Students’ research and review sources within a framework of inquiry and critical analysis. Students study one topic from ‘Modern Nations’ and one topic from ‘The World since 1945’, These topics will be selected by the teacher or in consultation with the class from the following list of topics:

• Modern Nations – Topic 1: Australia (1901–56) – Topic 2: United States of America (1914–45) – Topic 3: Germany (1918–48) – Topic 4: The Soviet Union and Russia (1945–c.2004) – Topic 5: Indonesia (1942–2005) – Topic 6: China (1949 – c.2012)
• The World Since 1945
• Topic 7: The Changing World Order (1945–)
• Topic 8: Australia’s Relationship with Asia and the South Pacific Region (1945–)
• Topic 9: National Self-determination in South-East Asia (1945–)
• Topic 10: The Struggle for Peace in the Middle East (1945–)
• Topic 11: Challenges to Peace and Security (1945–)

Description

In this subject students will develop an understanding of the nature of tourists, tourism, and the tourism industry. Students investigate local, national, and global tourism, and explore tourism as a business. Students gain an understanding of the complex economic, social, cultural and environmental impacts of tourism and explore tourism locally, nationally, and globally. Themes:

• Operations and Structures of the Tourism Industry
• Travellers’ Perceptions, and the Interaction of Host Community and Visitor
• Planning For and Managing Sustainable Tourism

Topics:

• Applications of Technology in Tourism
• The Economics of Tourism
• Establishing a Tourism Venture
• Indigenous People and Tourism
• 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

Description

Stage 2 English focuses on the critical analysis and creative production of a wide range of texts. Students are assessed on their knowledge and understanding of texts, their analytical skills, and their ability to apply evidence and communicate ideas clearly and effectively. The course develops students’ capacity to interpret meaning, evaluate perspectives, and express their own voice with sophistication.

Assessment Type 1: Responding to Texts (30%) Students complete three tasks demonstrating their understanding of different text types and the ideas, perspectives, and techniques they convey. Tasks may be written, oral, or multimodal, allowing students to engage with texts in diverse ways.

Assessment Type 2: Creating Texts (40%) Students produce a variety of texts for different purposes and audiences, experimenting with language, style, and conventions while developing their personal voice. One task includes a Writer’s Statement, where students reflect on the choices they made as a creator and the intended impact of their text.

Assessment Type 3: Comparative Analysis (30%) Students undertake a comparative study of two texts, exploring how language, stylistic features, and conventions are used to represent ideas, perspectives, and influence audiences. Texts are chosen in consultation with the teacher, allowing students to pursue their interests while demonstrating critical and analytical skills.

Description

English Literary Studies develops students’ critical thinking, analytical, and interpretive skills, with a focus on how literary texts explore ideas, identity, relationships, and cultural perspectives. The course is text-rich and emphasises close reading, evaluation, and creative engagement with a range of texts. Assessment Type 1: Responding to Texts (50%) Students complete multiple Shared Studies tasks across film, novel, drama, and poetry. These tasks require students to analyse meaning, perspectives, and techniques, demonstrating a deep understanding of the language, stylistic features, and conventions used by writers. Assessment Type 2: Creating Texts (20%) Students complete two creative tasks, including a Transformative Text that reimagines an existing text in a new form. One task includes a Writer’s Statement, where students reflect on their creative choices in relation to purpose, audience, and text type. Assessment Type 3: Text Study (30%)

• Comparative Text Study (15%): Students pair a class-studied text with a text of their choice and analyse the connections, contrasts, and techniques that shape meaning and perspective.
• Critical Reading (15%): Students complete an externally marked exam analysing unseen texts in short-answer format, demonstrating their ability to interpret, evaluate, and critically respond to language and ideas.

Description

Essential English develops students’ ability to respond to and create texts for a variety of personal, social, cultural, community, and workplace contexts. The course emphasises practical communication skills, critical engagement with texts, and the ability to convey ideas effectively. Assessment Type 1: Responding to Texts (30%) Students complete three tasks responding to texts selected by the teacher, including films, novels, short articles, or other relevant materials. Students analyse ideas, information, and perspectives, with at least one response presented in oral or multimodal form. Assessment Type 2: Creating Texts (40%) Students create three texts, including one advocacy text and two additional texts such as narrative, informative, or procedural formats. Tasks are designed to develop creativity, effective communication, and the ability to engage audiences across written and oral or multimodal forms. Assessment Type 3: Language Study (30%) Students undertake an independent language study examining how spoken, non-verbal, visual, and/or written language is used in a real-world context beyond the classroom. This externally marked assessment develops analytical skills and understanding of language in action.

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. The development of their relationship with natural environments impacts positively on students’ health and wellbeing and fosters a lifelong connection with nature and a commitment to responsible activity in natural environments. Stage 2 Outdoor Education consists of three interrelated focus areas:

• Focus Area 1: Conservation and sustainability
• Focus Area 2: Human connections with nature
• Focus Area 3: Personal and social growth and development

Students study all three focus areas. 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

There are no prerequisites although it will be an advantage to have successfully completed Child Studies course at Stage 1. The Stage 2 subject focuses on children’s growth and development from conception to eight years inclusive. Students examine attitudes and values about parenting and care-giving and gain an understanding of the growth and development of children. Through the study of Stage 2 Child Studies students develop a variety of research, management, and practical skills. Assessment items:

• Assessment Type 1: Practical Activity (50%) Students complete five assessments, consisting of both theoretical and practical activities. These are completed individually.
• Assessment Type 2 Group Activity (20%) Students complete assessments consisting of group planning, preparation and practical work.
• Assessment Type 3: Investigation (30%) Students investigate a contemporary issue or trend in child development. This assessment is externally assessed.

Please note: Students will be required to bring additional ingredients for food demonstrations and practical’s and provide materials for construction of articles.

Description

Essential Mathematics offers senior secondary students the opportunity to extend their mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts. The course explores the following topics:

• Scales, plans and models
• Measurement
• Business applications
• Statistics
• Investments and loans

Assessment for the subject consists of five Skills and Application Tasks (30%) and two Folio Tasks (40%). The final exam is worth 30% and examines topics 2, 4 and 5. Essential Mathematics places an emphasis on developing students’ computational skills and expanding their ability to apply their mathematical skills in flexible and resourceful ways. Please note: This subject is intended for students planning to pursue a career in a range of trades or vocations.

Description

General Mathematics extends students mathematical skills in ways that apply to practical problem solving. Topics cover a diverse range of applications of mathematics. This subject prepares students for entry to tertiary courses requiring a non-specialised background in mathematics. Topics include:

• Modelling with linear relationships
• Modelling with matrices
• Statistical models
• Financial models
• Discrete models

Assessment for the subject consists of five Skills and Application Tasks (40%) and one Folio Tasks (30%). The final exam is worth 30% and examines topics 3, 4 and 5.

Description

The Mathematical Methods course consists of exploration and investigation of problems in two areas of calculus and statistics. Students develop an increasingly complex and sophisticated understanding of the two areas through learning about various functions, and the derivatives and integrals of the functions. Students build capacity to use the language of mathematics to describe relationships in nature and society, such as pandemics, and learn to make decisions about situations in the physical world by using statistical data to describe and analyse situations and make predictions based on calculations of rate of change of functions. Mathematical Methods provides a solid foundation for further study into mathematics, economics, computer science and the sciences. It prepares students for courses and careers involving statistics such as health or social sciences. When studied together with Specialist Mathematics this subject becomes a pathway to engineering, physical science and laser physics courses. Topics studied include:

• Further differentiation and applications
• Discrete random variables
• Integral Calculus
• Logarithmic functions
• Continuous random variables
• Sampling and confidence intervals

Assessment for this course consists of six skills and assessment tasks, 50%, a mathematical investigation, 20%, and the final examination weighing 30%.

Description

Specialist Mathematics draws on and deepens student mathematical knowledge, skills, and understanding, and provides opportunities for students to develop their skills in using rigorous mathematical arguments and proofs and using mathematical models. It includes the study of functions and calculus. The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science and physical sciences. Students envisaged careers in related fields will benefit from studying this subject. Topics include:

• Mathematical induction
• Complex numbers
• Functions and sketching graphs
• Vectors in three dimensions
• Integration techniques and applications
• Rates of change and differential equations

Assessment for this course consists of six skills and assessment tasks, 50%, a mathematical investigation, 20%, and the final examination weighing 30%. Please note: For those who require this subject it will be offered via Local Delivery or Open Access.

Description

Students wishing to study this subject must have successfully completed Stage 1 Agriculture. Agriculture at Stage 2 level encompasses the primary industries and includes enterprises such as livestock (for fibre, meat, milk, and egg production), broadacre cropping, horticulture, viticulture, forestry, and aquaculture. Through the study of agriculture, students develop and apply their knowledge and understanding of concepts from science, technology, economics, and marketing. Work health, safety, and ethical principles underpin all aspects of this subject. Students consider the changes in agricultural practices over time. They analyse different methods of agricultural production in relation to benefits, risks, and opportunities. They deepen their understanding of sustainable management of the physical and biological environments and of how agriculture impacts on their lives, their communities, and the environment. Students develop skills in critical thinking that inspire them to explore strategies and possible solutions to address major challenges now and in the future related to the global food supply. They explore and understand agricultural science as a human endeavour, and are encouraged to pursue future pathways, including in agriculture, horticulture, land management, agricultural business practice, natural resource management, veterinary science, food and marine sciences, biosecurity, and quarantine.

Description

Students wishing to study this course must have successfully completed a Stage 1 unit of either Biology or Chemistry. The study of Biology is constructed around inquiry into and application of understanding the diversity of life as it has evolved, the structure and function of living things, and how they interact with their own and other species and their environments. Topics include:

• DNA and Proteins
• Cells as the Basis of Life
• Homeostasis
• Evolution

Description

Students wishing to study this course must have successfully completed a full year’s study of Stage 1 Chemistry. In their study of Chemistry, students develop and extend their understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use of the planet’s resources made by humans. They explore examples of how scientific understanding is dynamic and develops with new evidence, which may involve the application of new technologies. Topics include:

• Monitoring the Environment
• Managing Chemical Processes
• Organic and Biological Chemistry
• Managing Resources

Description

Students wishing to study this course must have successfully completed a year’s study of Stage 1 Physics. It is recommended that a SACE accredited Mathematics subject be undertaken concurrently with this subject. The study of Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macro-cosmos, and to make predictions about them. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years. Topics include:

• Motion and Relativity
• Electricity and Magnetism
• Light and Atoms

Description

In Stage 2 Psychology, students are introduced to various concepts and theories underpinning modern Psychological thought. The topics in Stage 2 Psychology provide the framework for integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science: science inquiry skills, science as a human endeavour, and scientific understanding. Topics include:

• Psychology of the Individual
• Psychological Health and Wellbeing
• Organisational Psychology
• Social Influence
• The Psychology of Learning

Description

Themes and topics will be selected by the students/teacher at the beginning of the course. Examples of possible themes and topics include:

• The implications of human intervention through science: recycling; genetic modification of plants and animals; nuclear power; the Human Genome Project; alternative energy
• The impact of science on my community and me: sports science, farm science; aquatics; the marine world; cultural perspectives
• The possible impacts of science in Australia and the broader global community over the next 50 years: climate change; space travel and exploration; water quality; food technologies; transport; housing; air quality; diet and health; forensic science

While these possible themes and topics are similar to the Stage 1 course, students at Stage 2 will investigate themes and topics in more detail and may select differing topics than those studied at Stage 1. A variety of assessment tasks will be used over the course of the year to enable students to achieve their individual best alongside the relevant Performance Standards for this subject.

Description

DESIGN, TECHNOLOGY AND ENGINEERING 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 builds upon the knowledge acquired in Stage 1, offering students an 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

Workplace Practices may be undertaken as a 10 credit (one semester) or 20 credit (year-long) subject at Stage 2. This subject is highly suited for students planning to undertake tertiary study or for those students still considering their future options. It is also useful for those interested in gaining an Apprenticeship or undertaking studies at TAFE. Students will develop their knowledge and understanding of the nature, type and structure of the workplace, including local, national and global workplaces. A range of topics will be undertaken such as:

• Industrial relations and WHS
• Finding employment
• Work in Australian Society
• Workplace Learning & Training
• Workplace Issues

Students’ future aspirations and career pathways will be explored and mapped. Students will participate in Workplace Learning situations eg. work experience, voluntary participation in a community organisation, events coordination or casual employment.

Description

Students undertake a specialised study within or across one or more arts disciplines. They actively participate in the development and presentation of creative arts products. These may take the form of, for example, visual art, craft and design works, digital media and public arts projects. 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 2 Creative Arts – Art: School based Assessment (70%)

• Assessment Type 1: Product (50%) (performance, CD, recording etc) material which demonstrates their investigation, skill development and reflection
• Assessment Type 2: Inquiry (20%) Students present one investigation in an area of arts practice of interest to them

External Assessment (30%)

• Assessment Type 3: Practical Skills (30%) Students conduct a focused exploration, application, and evaluation of a skill or skills appropriate to their preferred area of the creative arts Please note: At Stage 2 students can study only one Creative Arts Subject.

Description

Students undertake a specialised study within or across one or more arts disciplines. They actively participate in the development and presentation of creative arts products. These may take the form of, for example, concerts, recording projects, music video clips, musical production, performances, musicals and song writing. Student analyse and evaluate creative arts products in different contexts and from various perspectives, an 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 2 Creative Arts: School based Assessment (70%)

• Assessment Type 1: Product (50%) (performance, CD, recording etc) material which demonstrates their investigation, skill development and reflection
• Assessment Type 2: Inquiry (20%) Students present two investigations into an area of arts practice of interest to them

External Assessment (30%)

• Assessment Type 3: Practical Skills (30%) Students conduct a focused exploration, application, and evaluation of a skill or skills appropriate to their preferred area of the creative arts

Please note: At Stage 2 students can study only one Creative Arts Subject.

Description

Students wishing to study this course will find at an advantage to have successfully completed a Stage 1 Textiles program. Students investigate a variety of creative textiles techniques to explore different possibilities and inform their creative thinking. Students’ explorations and investigations into materials, techniques, processes, technologies, and products should be a feature of their project. Annotated reflective comments about all stages of the creative process demonstrate evidence of the development of their creative arts thinking. The following assessment types enable students to demonstrate their learning in Stage 2 Creative Arts – Textiles: School based Assessment (70%) – Assessment Type 1: Product (50%) which demonstrates their investigation, skill development and reflection

• Assessment Type 2: Inquiry (20%) Students present one investigation in an area of arts practice of interest to them

External Assessment (30%) Assessment Type 3: Practical Skills (30%) – Students conduct a focused exploration, application, and evaluation of a skill or skills appropriate to their preferred area of the creative arts Please note: At Stage 2 students can study only one Creative Arts Subject.

Description

Music Explorations emphasises learning through exploring and experimenting with music. Through exploration of musical styles and influences, the elements of music, and how music is made, students process and synthesise the key learning that has taken place. Students develop musical literacy and engage critically and creatively with music through responding to their own and others works. This subject is flexible in its design, allowing individual and collaborative exploration options in performing, composing, arranging and exploring music technology. Through practical application of their understanding of musical elements, students learn to analyse and deconstruct music, manipulate sound and create musical works that express their ideas and emotions.

Description

(20 Credits) Stage 2 Integrated Learning – Performing Arts is a practical, collaborative subject for students who enjoy theatre and creative performance. Students develop their skills through rehearsing and presenting performances, analysing live/recorded theatre, creating an arts project of their choice, and investigating a personal area of interest in performing arts. Assessment includes practical performances, a live theatre review, collaborative rehearsal documentation, a creative project, and an externally assessed Personal Endeavour. The course develops creativity, communication, collaboration and critical thinking while preparing students for further study, employment and lifelong learning.

Description

In Visual Art students research, analyse, explore and experiment with media and technique, and resolve and produce practical work. They use visual thinking and investigation to develop ideas and concepts, refine technical skills, and produce imaginative solutions. Students undertake a Folio, Practical (two completed art works) accompanied by a Practitioner’s Statement, and a Visual Study. School based Assessment Assessment Type 1: Folio (40%) Assessment Type 2: Practical (30%) External Assessment Assessment Type 3: Visual Study (30%)