Subject List For NMHS 2013

Principals Introduction to The Curriculum Guide for 2013
The course information in this Curriculum Guide is particularly important, because it outlines the curriculum offered in our school. The curriculum is shaped by a number of factors such as the South Australian Certificate of Education (SACE), Middle Years Program (MYP) and the introduction of the Australian curriculum. Every year, the curriculum leaders review the curriculum generally. We also consider changes in specific subject offerings. The Curriculum Guide reflects changes that have been recommended as a result of these review processes. We look forward to meeting students and parents at the course counselling sessions and advise you to consider carefully the information provided in the Curriculum Guide before you attend the course counselling.
Panayoula Parha Principal
Subjects offered at NMHS
The Arts Humanities
Business & Enterprise Languages
Cross Disciplinary Studies Maths
English & English as a Second Language Science
Health & Physical Education Design & Technology
What is the SACE ?
Selecting Subjects for Stage1 A Guide to University Entry University Entry via SACE Vocational Education Programs
Selecting Subjects for Stage 2
Useful Links
Community learning The Stage 1 Bridging Course
TAFE Entrance Via SACE Useful Websites
What is the SACE?

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The SACE The South Australian Certificate of Education (SACE) is generally based on two years of full time study, but students may take more than two years. Throughout the SACE, students build five key capabilities: Communication Citizenship Learning Personal Development Work There is no time limit to complete the SACE but there are restrictions regarding Tertiary Entrance. Questions should be directed to the Senior Campus Head - Ms Kerryn Harvey or Senior Campus Sub School Heads; Ms Jackie Marano, Ms Wendy Jacobs and Mr David Le Cornu. Promotion into Stage 1 Course Promotion Promotion from Year 10 to Stage 1 is automatic if a student gains an achievement level of C, or better, in the majority of subjects that lead to Stage 1. Students who do not attain this level of achievement will be required to undertake a Bridging Course in Semester 1 of Stage 1. Subject Qualification Most subjects in Stage 1 require successful completion at Year 10. Faculty recommendation and a C grade, or better, is the achievement level that qualifies a student for automatic promotion into the same, or related subject, at Stage 1 level. Other subjects without pre-requisites may be taken through negotiation with the relevant Learning Area Co-ordinator. Promotion into Stage 2 Promotion from Stage 1 into a Stage 2 course is dependent upon a student gaining a C grade or better in Stage 1 subjects as well as satisfying subject specific prerequisites for selected Stage 2 subjects. Course Planning Course planning and subject choice will be guided by the work undertaken in the Personal Learning Plan (PLP). Tertiary Entrance If you are considering tertiary education there are additional requirements that you must consider. See the Tertiary Entrance Booklet (TEB) or South Australian Tertiary Admissions Centre (SATAC) guides. If in doubt please speak with the Senior Campus Head, Senior Campus Sub School Heads or Senior Campus Student Counsellor.
School Constraints Please note that every effort will be made to accommodate student choices but student demand, timetable management, staff and resources may preclude some requests. Changing Courses Students may change their course selection at the semester break or within two weeks of commencing a unit, depending on the school constraints and only after consultation with parents, staff and the Sub-School Head. Personal Learning Group All students are allocated to a Personal Learning Group. The PLG teacher is the first point of contact for matters relating to student progress and general student well-being. Additional Cost for Subjects The material and/or services related to SACE Courses are covered by the Material and Services Fee (ie School Fees). However, some subjects offer students the opportunity to undertake practical experiences which enrich the learning outcomes for students and these may incur additional costs which are not covered by the Material and Services Fee. Please read your subject choice information carefully to identify the full cost associated with these. *Should there be outstanding monies owed to the School, Students may not be permitted to be enrolled in subjects where there are significant additional costs. Vocational Education Programs Students have the opportunity to select Vocational Educational Programs (VET) offered by the East District Cluster of Schools.
SACE Overview
For comprehensive information about the SACE requirements we recommend that you visit the SACE Board website www.sace.sa.edu.au and follow the following links THE SACE Students and Families
Achieving the SACE

There are two stages to the SACE: Stage 1: which most students do in Year 11, apart from the Personal Learning Plan, which most students are required to complete in Year 10. Stage 2: which most students complete in Year 12.
Each subject or course successfully completed earns credits towards the SACE. At least 200 credits are required for students to gain the certificate. Ten credits are equal to one semester, or two terms of study in a subject, and 20 credits are equal to a full-year subject.
Students will receive a grade for each subject from A to E (A+ to E- at Stage 2). For compulsory SACE subjects, they will need to achieve a C grade or better. The compulsory subjects are: Personal Learning Plan (10 credits) Literacy at least 20 credits from a range of English subjects or courses (Stage 1) Numeracy at least 10 credits from a range of mathematics subjects or courses (Stage 1) Research Project an in-depth major project (10 credits at Stage 2) Other Stage 2 subjects totalling at least 60 credits.
The remaining 90 credits can be gained through additional Stage 1 or Stage 2 subjects or SACE Board-recognised units.
SACE Course planner
Stage 1
Year 10 Personal Learning Plan This compulsory subject is the first step in the SACE and is undertaken in Year 10 at NMHS. In the Personal Learning Plan, students explore subject choices for Years 11 and 12 and look at career options. To prepare for these goals, students also look at their strengths and areas in which they need to improve. As this is a compulsory subject, students will need to achieve a C grade or better. Year 11 SACE Stage 1 Year 11 is the first full year of SACE study. Students are able to choose from the range of SACE Stage 1 subjects offered by the school. In addition to the Personal Learning Plan, there are two other compulsory requirements to complete in Stage 1 - a full year of English subjects and a semester of mathematics. Students can choose from a range of course offerings within these subjects. Again, as these subjects are compulsory, students need to achieve a C grade or better. Stage 1 subjects are 100 per cent assessed by teachers at the school and quality assured by external processes.
Stage 2 from 2012

Students will have a choice of subjects. Students school mark is 70 per cent of work, while the remaining 30 per cent will be assessed externally. The only compulsory subject in Stage 2 is the Research Project. This is a one semester (or 10 credit) subject which everyone has to complete. As with all compulsory subjects, students will need to achieve a C grade or better. The Research Project will allow students to explore something in which they are deeply interested it could be a scientific study, an art project, a communitybased project, an historical investigation, or any number of other options. In Year 12, most students will do four, full-year subjects in addition to the Research Project. Students interested in applying for University or TAFE entry will need to meet certain prerequisites.
University and TAFE Entry

Gaining the SACE, or an interstate or overseas equivalent, is essential for university entry. For TAFE entry, the SACE meets the minimum requirements for entry into most courses. This section summarises the requirements for university and TAFE entry in South Australia, from 2012 onwards. University entry University entry requirements are changing constantly. For students studying Year 12 in 2012, go to www.satac.edu.au for details of entry requirements. This is the website of the South Australian Tertiary Admissions Centre (SATAC), and there you can download the Tertiary Entrance Booklet (TEB) for 2011, 2012 and 2013. For students planning to apply for university entry in 2012, 2013, 2014 here is a summary of the requirements.
Summary
Students studying for the SACE and applying for university entry in 2012 and beyond must: complete the SACE complete at least 80 credits of SACE Stage 2, of which 60 credits must be from 20-credit Tertiary Admission Subjects complete the prerequisites if required obtain an Australian Tertiary Admissions Rank (ATAR) Applications for university and TAFE courses are handled by the South Australian Tertiary Admissions Centre (SATAC). Tertiary Admission Subjects A Tertiary Admission Subject (TAS) is a SACE Stage 2 subject which is recognised by the universities as providing appropriate preparation for tertiary studies. The universities require students to study a minimum number of credits of TAS to be eligible to receive a selection score or rank. While most subjects in the SACE are recognised as TAS, there are some that wont be recognised by the universities for the purposes of calculating your ATAR. These non-TAS subjects include Community Studies, modified subjects (for students with severe disabilities) and the version of the Research Project subject which doesnt include a common written assessment. Scaling All results for SACE subjects contributing to a students ATAR will continue to be scaled. Scaling is a process which converts students subject scores into tertiary admission points in each of their SACE Stage 2 (Year 12) subjects. This means that when different subjects are used to calculate an ATAR, the ATARs produced are comparable from student to student, regardless of the subjects they have studied. SATAC has more information on scaling.
VET in the SACE

From 2012, the recognition arrangements for VET in the SACE will enable students to include more vocational education and training (VET) in their SACE studies. Students can gain recognition for up to 180 SACE credits at Stage 1 and/or Stage 2 for successfully completed VET. These recognition arrangements help students to build coherent pathways in the SACE through VET, and encourage students to complete, or make significant progress towards completing, VET qualifications while completing the SACE. Stage 1 and 2 All VET qualifications or units of competency that make up a qualification, in the Australian Qualifications Framework (AQF) can contribute to the completion requirements of the SACE. The SACE Board determines the SACE stage at which qualifications will be granted recognition in the SACE. For details of how specific VET qualifications can earn SACE credits at Stage 1 and/or Stage 2, refer to the VET Recognition Register. Students can use a maximum of two qualifications at Certificate I level to gain credits towards the completion of the SACE. There is no limit to the number of qualifications at Certificate II level or higher that students can use to gain credits towards the completion of the SACE. Recognition Register All VET qualifications or units of competency that are listed on the Training website (TGA) can contribute to a student's completion of the SACE. The SACE Board assigns to each of these qualifications a SACE level (Stage 1 and/or Stage 2) at which SACE credits will be earned for SACE purposes. The VET Recognition Register is published by the SACE Board and is derived from the VET qualifications listed on the NTIS website. The VET Recognition Register shows, for each qualification, the: maximum and minimum number of SACE credits that students can earn by completing the qualification SACE stage(s) at which SACE credits earned for the qualification will be recognised for SACE purposes. Transition Students who complete the SACE in 2013 and subsequent years will gain: 10 SACE credits at Stage 1 level for every 50 nominal hours of VET successfully completed before 1 January 2012 (and reported to the student by the SACE Board) 10 SACE credits at Stage 1 or Stage 2 level (depending on the level assigned to the qualification on the VET Recognition Register) for 70 nominal hours of VET successfully completed for a particular qualification after 1 January 2012 (and reported to the student by the SACE Board).
Subject Selection for Stage 1 2013

Home Students studying in year 10 in 2012 need to select 110 credits (10 units) of subjects for 2013. You must select:

20 Credits of Literacy Subjects (English, English Pathways, ESL, Literacy) 10 Credits of Numeracy Subjects (Maths, Numeracy) 70 Credits of any other Stage 1 subjects **
Students will also be placed in a PLG group. **Students in Stage 1 must ensure their subject selections provide prerequisites for at least 3 Stage 2 20 Credit subjects for 2014 to complete their SACE.
Concerning Literacy Subjects

Students must complete 20 Credits of Literacy subjects for their SACE. Normally students who studied ESL in 2011 will be able to select ESL for Stage 1 provided they still meet the SACE criteria. Consult your ESL teacher. ESL students with limited English literacy will be expected to select the additional ESL subject: Literacy for work and community life.
Concerning Numeracy Subjects

Students who have successfully studied Advanced Mathematics ( with a 5 level) may choose to study any of Mathematics 1, 2, 3 & 4, or Maths Applications. Normally students who have studied Pre Applications Mathematics would be expected to study any of Maths Applications or Maths Pathways subjects. *Students with limited numeracy (as determined by their Maths teachers) will be limited to enrolling in Numeracy for Work & Community Life.
Concerning Subjects with Prerequisites

Many Stage 1 subjects have a prerequisite of success in an appropriate year 10 subject. Students without success in prerequisite subjects will not be able to select these Stage 1 subjects. This includes most Science & Mathematics subjects, some Arts subjects and all English / ESL subjects. Students who wish to select a subject that does not appear in Web Preferences will need to speak to the appropriate subject coordinator.
Concerning Tertiary Studies

Some areas of tertiary study (eg Medicine, Engineering) have Stage 2 subject prerequisites. Students must check their Tertiary Entrance Booklet to ensure they have the selected the stage 1 subjects needed to be eligible for these prerequisite subjects.
Concerning Bridging Course Students

Students Identified as Bridging Course Candidates must select:

two 10 Credit subjects of Literacy for Work & Community Life one 10 Credit subject of Numeracy for Work & Community Life one 10 Credit subject of Workplace Practices one 10 Credit subject of Integrated Learning-Student Initiated Learning one 10 Credit subject of Personal Learning Plan five 10 Credit subjects at Stage 1 level &/or negotiated VET programs
Additional Subjects
Exceptional students may be able to choose up to an additional 20 credits of extra subjects provided they don't clash with other subjects. For example: School Musical (on stage subject or off stage subject) Additional subject (eg additional maths subject)
Language (offered outside of school)
Students intending to study a Language outside of school should indicate this by selecting External Language (10 or 20 Units) at the appropriate year level (Stage 1 or Stage 2).
Studying Stage 2 subjects in 2013

Students who have successfully completed 2 semesters of Extension Maths in Year 10 at a 5 level will be able to enrol in Stage 2 Maths Studies (20 Credit) in 2013. Students completing year 10 at NMHS will not be accepted for enrolment in any other Stage 2 subject at Norwood Morialta High School. Some students who have already completed an external language at Stage 1 level may choose to enrol in an External Language at Stage 2 level.
Subject Selection for Stage 2 2013

Home Students who have successfully completed Stage 1 in 2012 and are completing the SACE in 2013 will need to select 90 credits (9 units) of subjects for 2013. This will include:

Research Project - a compulsory 10 credit subject Three 20 Credit subjects at Stage 2 20 Credits of other subjects at Stage 1 or Stage 2 level.
Tertiary Admissions Requirements

University Entry requires students to gain an ATAR (Australian Tertiary Admissions Rank) which is based on

three scores from 20 Credit TAS (Tertiary Admissions Subjects) (up to 60 credits) either o the score from another 20 Credit TAS or o other possible combinations or Flexible Options ( see SATAC booklet)
This gives a University Aggregate out of 80 which is used to generate the ATAR. For TAFE entry requirements refer to Curriculum Guide.
Precluded Combinations & Counting Restrictions

Students are unable to count some combinations of similar subjects towards their SACE. Consult your SATAC guide. Universities have placed counting restrictions on the number of credits that can be counted towards the ATAR in certain subject areas. Consult your SATAC guide.
Prerequisite subjects
Stage 2 subjects have a prerequisite of successful completion of the subject (or a similar subject) at Stage 1 and a "C" grade in a Literacy subject. In many cases subjects where you do not have the prerequisite skills or knowledge will not appear in the subject selection screen. If you believe you have the prerequisite skills and knowledge and wish to choose a subject that does not appear on your screen contact the subject coordinator.
Concerning Tertiary Studies

Some areas of tertiary study (eg Medicine, Engineering) have Stage 2 subject prerequisites. Students must check their Tertiary Entrance Booklet to ensure they have the prerequisite subjects. Some areas of tertiary study have additional requirements, for example UMAT/portfolios.
Personal Learning Plan

Most students will have completed the compulsory subject Personal Learning Plan (PLP) to a C standard by the end of 2011. Students who do not complete the PLP successfully in 2012 will be unable to enrol in Stage 2 subjects for 2013.
Research project
The Research project is offered in 2 forms:

Research Project A - non TAS Research Project B - TAS
All students in Stage 2 will be initially enrolled in Research Project B and discuss their preferences with their Research Project teacher. Students who are currently enrolled in Research Project will be automatically removed from this subject when the SACE board results are released.
Additional Subjects
Some students may wish to choose an additional 20 credits of internal or external subjects. For example:

School Musical (on Stage) Language (offered outside of school) ESL Studies (to meet interstate university requirements)
Students intending to study a language outside of school should indicate this by selecting External Language (20 Units) Students intending to study a different subject outside of school should indicate this by selecting External Subject (20 Units) and indicating where this will be studied on the receipt form.
Community Learning
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Community Learning
Community learning is a recognition process that enables students to earn SACE credits for learning undertaken in the community. Community learning enables a students learning in a non-formal and/or non-accredited program to contribute towards their SACE. The SACE Board recognises two kinds of community learning: 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 Edinburghs Award, and the SA Country Fire Service. 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.
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 the 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 lite level Planning and coordinating community or recreational events 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 filling in an application form and attending an interview. Students who are applying for credits at Stage 1 may be interviewed by a school-based assessor, however, schools may request a SACE Board assessor to undertake the interview. Students who are applying for Stage 2 units, or combinations of credits at Stage 1 and units at Stage 2, will be interviewed by both a Board-trained schoolbased assessor and a SACE Board assessor.
The Eight Areas of Community Learning

The eight areas of community activity that provide the framework for community learning in the SACE are: Community Development Independent Living Performance Recreation Skills and Management Self-development Sports Skills and Management Volunteering Work Skills and Career Development. Community Development This area of community learning is a result of activities or services in which a students 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 non-government agencies. Examples of learning in this category are contributing to community projects or community arts programs, deepening ones learning about ones culture, and participating in government initiatives such as Youth Parliament or organisations such as Trees for Life. Independent Living This area of community learning is a result of activities or programs in which students learn about community resources, for example, in federal, state, local government, and non-government agencies, and how to access them to support independent living. Examples of learning in this category are participating in self-management skills programs and undertaking a program on the development of living skills. Performance This area of community learning is a result of activities that develop a students skills in presentation and performance. Typically, activities include the performance of music, art, dance, or drama for an audience. Examples of learning in this category are public speaking, performing musical, dance, or theatre events in public, and undertaking community-developed programs associated with organisations such as the Australian Music Examinations Board. Recreation Skills and Management This area of community learning is a result of activities that enable students to develop knowledge and skills acquired through pursuing hobbies or interests, or working with others in shared, recreational (non-sporting) interests. Examples of learning in this category are managing public events, following recreational pursuits, and undertaking personal enrichment programs. Self-development This area of community learning is a result of activities or programs in which students develop knowledge and skills to function in society. The practical skills that are developed may include, for example, planning, organising, communicating, managing time, and taking responsibility. Examples of learning in this category are undertaking a personal development program, and participating in the community work of the Duke of Edinburghs Award or Australian Air Force Cadets.
Sports Skills and Management This area of community learning is a result of activities that enable students to develop knowledge and skills acquired through playing sport at the highest level, coaching sport, or officiating at a sporting event. Volunteering This area of community learning is a result of activities or services in which students assist or support others in the community, and thereby contribute to the local or wider community. These activities or services are unpaid. Typically, the learning is associated with students assuming roles and responsibilities in the local or wider community. Examples of activities are caregiving, mentoring, supporting peers, and assisting community organisations such as Meals on Wheels Inc. and the SA Country Fire Service. Work Skills and Career Development This area of community learning is a result of activities that enable students to develop vocational competencies (including those that enable transition between learning, training, work, and other life roles) and the ability to reflect on them. Examples of learning in this category are taking leadership responsibilities in the workplace, developing employability skills, and career planning. SACE Completion and Community Learning Students can count up to 90 credits of community learning at Stage 1 and/or Stage 2 towards the completion requirements of the SACE. Recognition of community learning is not granted against: the Personal Learning Plan (at Stage 1), the literacy and numeracy requirements, the Research Project (at Stage 2), or the requirement for 60 credits at a C grade or better at Stage 2. Students cannot count the same community learning more than once towards SACE completion. For example, a student who has used part of the Queens Guide Award in a SACE subject, such as Community Studies or Physical Education, cannot then count the same award as community learning. For further information about Community Learning including Frequently Asked Questions go to www.sace.sa.edu.au/community-learning.
A Guide to University Entry

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For students completing the SACE in 2013 and beyond Qualifying for university entry Students studying for the South Australian Certificate of Education and applying for entry into university in 2013 and beyond must:
complete the South Australian Certificate of Education (SACE) complete at least 80 credits at Stage 2 (Year 12) in the SACE (including 60 credits of approved university entry subjects) complete prerequisites if required obtain an Australian Tertiary Admission Rank (ATAR).
Applications for university and TAFE courses are handled by the South Australian Tertiary Admissions Centre (SATAC). The SACE: The South Australian Certificate of Education is an internationally recognised senior secondary qualification administered by the SACE Board of South Australia. To gain the SACE students must earn 200 credits and achieve a C or better in compulsory SACE subjects including the Stage 2 (Year 12) Extended Learning Initiative subject. Credits: Ten credits are equivalent to one semester or six months study in a particular SACE subject. Twenty credits are equivalent to two semesters or a full years study. University entry subjects: These are Stage 2 (Year 12) SACE subjects that the universities have agreed are acceptable for university selection purposes. Sixty out of the 80 credits at Stage 2 (Year 12) level must be approved university entry subjects. The other 20 credits may come from alternatives to full-year school-based subjects. Prerequisite requirements: To be able to apply for some university undergraduate courses, particularly in the areas of science, engineering, mathematics and computer science, students need to achieve a C or better in specific SACE subjects. These are known as prerequisite subject requirements and are listed in SATACs Tertiary Entrance booklet. Australian Tertiary Admission Rank Students need an Australian Tertiary Admission Rank (ATAR) to apply for university courses. The ATAR is:
a measure of a students academic achievement compared to other students used by universities to select students who have completed Year 12 given to students on a range from 0 to 99.95. Students receiving an ATAR of 99.95 are the highest ranked in the State.
Calculating the Australian Tertiary Admission Rank For students completing the SACE in 2012 and beyond, the ATAR will be calculated based on their results in: three full-year university entry subjects (equal to 60 credits of Stage 2 SACE subjects)
Plus ONE of the following: a fourth full-year university entry subject (equal to 20 credits of Stage 2 SACE subjects) OR a flexible option (see below). A guide to university entry For students completing the SACE in 2012 and beyond. What is the flexible option? South Australias universities will recognise one alternative to a full-year university entry subject as part of the calculation of the Australian Tertiary Admission Rank (ATAR). The flexible option can comprise either option A OR B below (whichever gives the highest ATAR): A: Studies recognised as equivalent to a full-year university entry subject by the SACE Board of South Australia and universities (see information below on recognised studies). OR B: Any TWO of the following:
half the score from a fourth full-year (20-credit) university entry subject or other recognised studies a half-year (10-credit) university entry subject or other recognised studies another half-year (10-credit) university entry subject or other recognised studies the half-year (10-credit) Extended Learning Initiative subject provided the student completes a common written assessment as part of the subject.
Recognised studies: The SACE Board of South Australia may recognise a range of non-SACE subjects that can count towards the SACE. The universities may also agree to these studies being able to contribute to the calculation of the Australian Tertiary Admission Rank (ATAR). Recognised studies could include; university subjects, International Baccalaureate subjects, interstate Year 12 subjects and Vocational Education and Training (VET) qualifications. Further information can be located on the SACE website. Will subjects be scaled for university selection? All results (i.e. subject achievement scores) for SACE subjects contributing to a students Australian Tertiary Admission Rank (ATAR) will continue to be scaled. Scaling is a process which converts students subject scores into tertiary entrance points in each of their SACE Stage 2 (Year 12) subjects so that the achievements in different subjects can be compared. This means that when different subjects are used to calculate an Australian Tertiary Admission Rank, the process is fair to all students.
Are all subject combinations allowed? Some combinations of subjects are not allowed to count towards university entrance, generally because the subjects are similar. These are called precluded combinations. For example, if a student studies English Communications and English Studies only one of these can count towards a students Australian Tertiary Admission Rank (ATAR). Also there are limits on how many subjects in the same area can count even if the subjects arent precluded combinations. These are called counting restrictions. Precluded combinations and counting restrictions are listed year in SATACs Tertiary Entrance booklet (TEB). Can related pairs of subjects count towards the? Yes. As happens in the current SACE, two related half-year (10-credit) Stage 2 subjects can be counted as one full-year (20-credit) Stage 2 subject to count towards university entrance and a Australian Tertiary Admission Rank (ATAR). For example, two half-year (10-credit) Stage 2 music subjects may count as a full-year tertiary entrance subject. These are known as valid pairs and are listed each year in SATACs Tertiary Entrance booklet. How long will subjects completed as part of the current SACE be able to count towards the Australian Tertiary Admission Rank (ATAR)? Current SACE subjects will always be able to count towards a students Australian Tertiary Admission Rank (ATAR). However, the ATAR can only be calculated using results from a students best three years of Stage 2 SACE studies. More information The rules for university entry for students completing the SACE in 2012 and beyond, along with more detail about subject options, will be published in the SATAC Tertiary Entrance 2013, 2014, 2015 booklet. For further information see Year 10 Coordinator, Senior Campus Head, Senior Campus Sub School Heads or the Student Counsellor, or other relevant staff. Information can also be located on the SATAC website. Please note: This information is current as of July 2012 but is subject to change as further details are agreed on by South Australias universities and the SACE Board of South Australia.
SACE 10 and 20 Credit Tertiary Admission Subjects (TAS)

Arts Learning Area Creative Arts 2CVA10 Creative Arts 2CVA20 Creative Arts Dance 2DAE20 Dance Drama 2DRM10 Drama 2DRM20 Drama Music 2MGC10 Composing and Arranging 2MBL10 Ensemble Performance 2MCX10 Music in Context 2MVS10 Music Individual Study 2MHY10 Music Technology 2MNP10 Musicianship 2MPF10 Performance Special Study 2MFC10 Solo Performance Visual Arts 2VAA10 Visual Arts Studies - Art 2VAA20 Visual Arts Studies - Art 2VAD10 Visual Arts Studies Design 2VAD20 Visual Arts Studies Design 10 20 20 10 20 10 10 10 10 10 10 10 10 10 20 10 20 Cross-disciplinary Learning Area Cross-disciplinary Studies 2CXD10 Cross-disciplinary Studies 2CXD20 Cross-disciplinary Studies Integrated Learning 2ILG10 Integrated Learning 2ILG20 Integrated Learning Research Project 2RPB10 Research Project (written assessment version) Communication, Material and Systems Control Products 2CCA10 Communication Products I 2CCB10 Communication Products II 2CCC20 Communication Products 2MMA10 Material Products I 2MMB10 Material Products II 2MMC20 Material Products 2SSA10 Systems Control Products I 2SSB10 Systems Control Products II 2SSC20 Systems Control Products Information Processing and Publishing 2IPR10 Information Processing and Publishing 2IPR20 Information Processing and Publishing Information Technology 2IFT20 Information Technology Workplace Practices 2WPA10 Workplace Practices A 2WPB10 Workplace Practices B 2WPC20 Workplace Practices 10 10 20 10 10 20 10 10 20
10 20 20 10 10 20
10 20 10 20
Business, Enterprise and Technology Learning Area Accounting 2ACG20 Accounting 20 Business and Enterprise 2BUE10 Business and Enterprise 10 2BUE20 Business and Enterprise 20
10

English Learning Area English Pathways 2EPW10 English Pathways 2EPW20 English Pathways English Communications 2ECS10 English Communications 2ECS20 English Communications English Studies 2END20 English Studies English as a Second Language 2EGA20 English as a Second Language 2ELG20 English as Second Language Society and Culture 2SOR10 Society and Culture 2SOR20 Society and Culture Aboriginal Studies 2ABD20 Aboriginal Studies Australian and International Politics 2AIP20 Australian and International Politics Classical Studies 2CLS20 Classical Studies Economics 2EMS20 Economics Geography 2GPY20 Geography History 2ASY20 Australian History 2MOH20 Modern History Legal Studies 2LEG20 Legal Studies Media Studies 2MES20 Media Studies Philosophy 2PPS20 Philosophy Religion Studies 2REL10 Religion Studies 2REL20 Religion Studies Tourism 2TOS20 Tourism Womens Studies 2WOM20 Womens Studies 10 20 20
10 20 10 20 20
20 20 20 20 20 20 20 20 20 10 20 20 20
20 20
Health and Physical Education Learning Area Health 2HEH10 Health 10 2HEH20 Health 20 Child Studies 2CSD10 Child Studies 10 2CSD20 Child Studies 20 Food and Hospitality 2FOH10 Food and Hospitality 10 2FOH20 Food and Hospitality 20 Outdoor Education 2OUE10 Outdoor Education 10 2OUE20 Outdoor Education 20 Physical Education 2PHE20 Physical Education 20
Humanities and Social Sciences Learning Area
Science Learning Area Scientific Studies 2SCF10 Scientific Studies 2SCF20 Scientific Studies
10 20

Agriculture 2AHT10 Agricultural and Horticultural Applied Technologies 2AHT20 Agricultural and Horticultural Applied Technologies 2AHE10 Agricultural and Horticultural Enterprise 2AHE20 Agricultural and Horticultural Enterprise 2AHM10 Agricultural and Horticultural Management 2AHM20 Agricultural and Horticultural Management 2AHP10 Agricultural and Horticultural Principles 2AHP20 Agricultural and Horticultural Principles 2AHC20 Agricultural and Horticultural Science 2AHD10 Agricultural and Horticultural Studies 2AHD20 Agricultural and Horticultural Studies Biology 2BIG20 Biology Chemistry 2CME20 Chemistry Geology 2GOY20 Geology Nutrition 2NUT10 Nutrition 2NUT20 Nutrition Physics 2PYS20 Physics Psychology 2PSC10 Psychology 2PSC20 Psychology Mathematics Learning Area Mathematics Pathways 2MPW10 Mathematics Pathways 2MPW20 Mathematics Pathways Mathematical Applications 2MCN10 Mathematical Applications 2MCN20 Mathematical Applications Mathematical Methods 2MHD20 Mathematical Methods Mathematical Studies 2MDS20 Mathematical Studies Specialist Mathematics 2MSC20 Specialist Mathematics
10 20 10 20 10 20 10 20 20 10 20 20 20 20 10 20 20 10 20
10 20 10 20 20 20 20
Languages Learning Area Language and Culture 2LAC10 Language and Culture 2LAC20 Language and Culture First Language Maintenance 2FMA10 First Language Maintenance I 2FMB10 First Language Maintenance II Language Awareness 2LWA10 Language Awareness I 2LWB10 Language Awareness II Language Revival 2LRA10 Language Revival I 2LRB10 Language Revival II
10 20
10 10
10 10
10 10

Second Language Learning 2SLA10 Second Language Learning I 2SLB10 Second Language Learning II Beginners Chinese French German Indonesian Italian Japanese Modern Greek Spanish Continuers Albanian Arabic Armenian Auslan Bosnian Chinese Croatian Dutch Filipino French German Hebrew Hindi Hungarian Indonesian Italian Japanese Khmer Latin Macedonian Maltese Modern Greek Polish Portuguese Punjabi Romanian Russian Serbian Sinahala Spanish Swedish Tamil Turkish Ukrainian Vietnamese Yiddish Background Speakers Chinese Japanese Korean Malay Persian Russian Vietnamese 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20
10 10 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20
University Entry Via SACE

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There are three Universities in South Australia and one in the Northern Territory that students can apply for through South Australian Tertiary Admissions Centre (SATAC). The South Australian Universities are: Flinders University The University of Adelaide.` The University of South Australia. The Northern Territory University is: Charles Darwin University. How do I qualify for University entry? Selection is based on both eligibility and rank. (Eligibility allows you to be considered for selection; rank determines whether you are competitive enough to be selected.) To be eligible for selection into a university course/program you must: qualify for the SACE/NTCET complete at least 80 credits of study at Stage 2 of which 60 credits of study must be 20-credit Tertiary Admissions Subjects (TAS)* from a maximum of three attempts which obtain an Australian Tertiary Admissions Rank (ATAR) meet any prerequisite subject requirements for the course/program
need not be in consecutive years
The university aggregate and the Australian Tertiary Admissions Rank (ATAR) Your competitiveness in relation to other applicants is based on your ATAR which is a rank given to students on a range from 0 to 99.95. Your ATAR is calculated from your university aggregate. To obtain a university aggregate and an Australian Tertiary Admissions Rank (ATAR) you must: comply with the rules regarding Precluded Combinations comply with the rules regarding Counting Restrictions complete at least 80 credits of study at Stage 2 of which 60 credits of study must be 20-credit Tertiary Admissions Subjects (TAS)* from a maximum of three attempts which need not be in consecutive years.
* Normally 10-credit subjects do not count towards this requirement but some 10-credit subjects in the same area, when studied in pairs, can substitute for a 20-credit subject. These are called Valid Pairs. Such subjects are identified in the table within the Tertiary Entrance Booklet (TEB).
Calculating the university aggregate The university aggregate is calculated from the best scaled scores from three 20 credit TAS plus the best outcome from either: the score of a fourth 20-credit TAS or Recognised Subject or any two of the following: half the score of a fourth 20-credit TAS or Recognised Subject the score of a 10-credit TAS or Recognised Subject the score of another 10-credit TAS or Recognised Subject the score of the subject 2RPB10 - Research Project (which includes the common written assessment component) Subject to Precluded Combination and Counting Restriction rules. The subjects used in the calculation can only come from a maximum of three attempts which need not be in consecutive years. Converting the university aggregate to an Australian Tertiary Admissions Rank (ATAR) The university aggregate is converted to an ATAR. The ATAR is an indicator of how well a particular student has performed relative to other students. It is calculated as follows: the group of students who have qualified for a university aggregate in 2011 is called the 2011 cohort. For each university aggregate score (in the range 0-80.0) obtained by the students in this cohort, the percentage of students who obtained that score or better is calculated. This is known as calculating the percentile distribution. Each score in the range 0-80.0 now has a corresponding percentile rank in the range 0-100. For example, if a score of 70.4 or better out of 80.0 has been obtained by 10% of the cohort, the score of 70.4 will correspond to a percentile rank of 90.0 (100 10). It is important to remember that a rank is not a score and an ATAR cannot be calculated arithmetically from a university aggregate. Prerequisites and Assumed Knowledge. The courses/programs listed on pages 72-83 (TEB) are those being offered in 2011 that have prerequisites and/or assumed knowledge. The prerequisites and assumed knowledge shown are those that will apply for 2013 entry. Prerequisites Some university courses/programs require students to have studied one or more specific Stage 2 subjects to a minimum standard in order to be eligible for selection into the course/program. These subjects are known as prerequisites. In order to fulfil a prerequisite subject requirement, you must obtain a minimum grade of C or better. The grade is used (rather than the scaled score) because the course/ program administrators are interested in how well you performed in the subject itself as measured against the learning requirements of the Subject Outline. Since prerequisites are used to determine eligibility, not rank, they do not have to contribute to the university aggregate.
Assumed knowledge Many university courses/programs recommend that commencing students have background knowledge in one or more specified Stage 1 or Stage 2 subjects or have an identified skill which will enhance the students understanding of the course/program content. This is known as assumed knowledge. Assumed knowledge is not compulsory and is not used in the selection process for entry to university courses/programs. Statements of assumed knowledge are intended purely to assist students in understanding course/program content and to allow them to make subject choices which may be of benefit to them in their future tertiary studies. University Access Schemes and Bonus points. All three universities in South Australia and Charles Darwin University in the Northern Territory operate access, subject and general bonus point schemes and these are specific to particular universities. Examples include school card, health care card, language bonus points. Students are advised to refer to the SATAC booklet or individual universities. Scholarships Universities in South Australia and the Northern Territory offer a wide range of scholarships to commencing undergraduate students. Scholarships range in value and duration. Scholarship details can be found at each individual Universitys website under Scholarships. SATAC The South Australian Tertiary Admission Centre This organisation, The South Australian Tertiary Admission Centre, manages the process of student selection for tertiary courses in South Australia (based on their Stage 2 results). Students apply to SATAC in August September each year for tertiary entrance in the following year. Interstate and Overseas Higher Education Institutions Students should be aware that contact must be made with individual institutions to determine course entry requirements and application procedures. Students should note that there could be different prerequisites for courses at interstate universities. Deadline dates for enrolment at these institutions are generally earlier than those in South Australia. Precluded Combinations Two subjects are a Precluded Combination if they are defined by TAFE SA and the universities as having significant overlap in terms of content. They cannot both count towards your Australian Tertiary Admissions Rank or TAFE SA Selection Score. *Where there is both a 10 and 20 credit offering of the same subject, these are precluded against each other. For example, 2CVA10 Creative Arts and 2CVA20 Creative Arts is a Precluded Combination.
When choosing a pattern of study for tertiary entrance, you must take into account all of these rules. Refer page 51-71 in the TEB
EXAMPLES New SACE 2ECS20 English Communications Credits 20 TAS Y Precluded new SACE 2EPW10 English Pathways 2EPW20 English Pathways 2END20 English Studies 2EGA20 English as a Second Language 2ELG20 English as Second Language Studies Mathematical Methods 2MHD20 Mathematical Methods 20 Y 2MCN10 Mathematical Applications 2MCN20 Mathematical Applications 2MDS20 Mathematical Studies 2MAP1 Mathematical Applications 2MAP2 Mathematical Applications 2MME2 Mathematical Methods 2MSU2 Mathematical Studies 2ELG20 English as Second Language Studies 20 Y 2EPW10 English Pathways 2EPW20 English Pathways 2ECS10 English Communications 2ECS20 English Communications 2END20 English Studies 2EGA20 English as a Second Language 2ECP1 English Communications 2ECP2 English Communications 2EGS2 English Studies 2ESL2 English as a Second Language 2ESP2 English as Second Language Studies Precluded former SACE 2ECP1 English Communications 2ECP2 English Communications 2EGS2 English Studies 2ESL2 English as a Second Language 2ESP2 English as Second Language Studies
2WPC20 Workplace Practices
20
2WPA10 Workplace Practices A 2WPB10 Workplace Practices B
SACE VET Subjects (various) 2VA12/2VA22 Vocational Studies A 2VB12/2VB22 Vocational Studies B 2WSA1 Work Studies A 2WSB1 Work Studies B
2VAA20 Visual Arts Art
20
2VAD10 Visual Arts Design 2VAD20 Visual Arts Design
2APL1 Art Practical 2APL2 Art Practical 2VAS2 Visual Arts Studies
Counting Restrictions Counting Restrictions are used where it is deemed desirable to limit the number of credits that can be counted towards a university aggregate and the ATAR in a specific subject area. This is to ensure students study a broad range of subjects. For example, a subject area might have eight 10-credit subjects available but the universities might set a Counting Restriction of 40 credits meaning only four can ever count towards the calculation of a TER.
TAFE Entry Via SACE

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TAFE Institutes of Vocational Education TAFE offers over 1200 courses all with different entry points into them. Some are offered through a range of Institutes whilst others are only offered by one Institute. Different levels are offered at different Institutes. TAFE offers the following levels of awards Certificate in Vocational Education Certificate 1, 2, 3 & 4 Associate Diploma Diploma Advanced Diploma Degree
Some courses require that applicants have successfully completed certain senior secondary school subjects. Meeting the entry requirements (Course Admission Requirements (CAR) does not guarantee acceptance into a course and selection criteria are applied (e.g. interview, recognition of work experience, volunteer work or employment in the industry etc.) Other means of meeting CAR successful performance in the TAFE SA Assessment of Basic Skills (TABS) Special Tertiary Admissions Test (STAT) results a completed VET award at a designated level. Student Counsellors can give you relevant information about courses that you may be interested in. \ TAFE Admissions Service Applications for TAFE award courses will be processed by The South Australian Tertiary Admission Centre (SATAC). Applicants for courses not offered through SATAC for 2011 must apply directly to the institute offering the course. The TAFE course and admissions guide will clearly identify the appropriate application method for each course for 2013 entry.
BRIDGING COURSE
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The Bridging Course will be offered to students who have not satisfactorily met prerequisites for a full course at Stage 1. Description To provide students with the opportunity to develop the knowledge, skills and abilities to successfully participate in Senior Secondary programs and/or work/further education. To support students in their transition to the senior secondary years and provide the opportunity for successful SACE completion.
Content The Bridging Course will consist of seven units of work: Literacy for Work and Community Life (20-credit subject) Numeracy for Work and Community Life (10-credit subject) Personal Learning Plan (10-credit compulsory subject) Workplace Practices (10-credit subject) and / or negotiated VET programs. Intergrated Learning/Community Studies (10-credit subject) Choice units (2 x 10-credit subjects)
Assessment As per the individual requirements of each subject outline. Lesson attendance rate of 90% or better.
Future Study Successful completion of the Bridging Course will enable students to select a full Stage 1 course for Semester 2. The identification of other educational options will be negotiated for students who dont satisfactorily meet the re quirement of the course.
Contact Teachers Senior Campus
Ms Harvey, Mr D Carter, Mr LeCornu, Ms Marano, Ms Jacobs
EAST ADELAIDE SCHOOLS CLUSTER 2013 VET INFORMATION

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EASC overview The East Adelaide Schools Cluster (EASC) represents the collaborative partnership and regional provision of Vocational Education and Training (VET) across all schooling sectors in the East of Adelaide. Comprising 19 schools and a range of training partners, the EASC compile courses that compliment student interests, school specialisations, regional and national skill shortage areas and experiences that lead to the development of transferable skills. For 2013 the EASC continues to offer a broad range of courses across a variety of learning environments for senior students to study. What is VET? VET refers to the national vocational qualifications that are endorsed by industry. VET courses deliver industry-endorsed units of competence from nationally endorsed training packages. This training is recognised nationally. VET courses provide students with the opportunity to: Personalise their learning pathways. Develop and practice business and industry specific skills, often including on the job structured workplace learning. Work to attain nationally accredited certification against the Australian Qualifications Training Framework. Achieve their South Australian Certificate of Education (SACE) through diverse and rigorous learning experiences.
When and where will the training occur? EASC schools have made the commitment to most programs on a Thursday, EASC schools have agreed to avoiding the setting tests or exams, starting new work, holding excursions or key practical sessions on the agreed VET days. VET courses will be held across a range of settings from schools, purpose built skill centres, TAFE sites, on-the-job or a combination.
How do I get more information? More information on each course and its selection process is available from your schools VET Coordinator and student course counsellors. Visit the SACE Board web site: www.sace.sa.edu.au Attend the VET program sessions as publicised through each school
The Norwood Morialta High School
Dear Student / Parent or Caregiver Information Re Vocational Education Programs Thank you for your interest in the Vocational Education program offered by our school through the East Adelaide Schools Cluster detailed in the 2013 Curriculum Review. If successful in your application to enrol, your VET Course option may replace one of your selected school subjects. Because of the significant costs involved with these courses we need to ensure that: the course meets your needs and expectations in relation to a future pathway which you wish to follow, you fully understand the commitment involved and are able to demonstrate the skills and abilities to undertake the course, you understand and agree to meet both the course costs and the additional costs involved to individuals who are offered the opportunity to take up the course, you understand that because the course is on Thursdays that some lessons may be missed in school classes and consequently there may be some catch up work required. To enable us to ascertain that you meet the required criteria in relation to future pathways and the commitment, skills and abilities to undertake the course you will need to complete the attached application before being considered for enrolment.
MIDDLE CAMPUS MORIALTA ROAD W EST ROSTREVOR 5073 SOUTH AUSTRALIA TELEPHONE: 08 8365 0455 FACSIMILE: 08 8360 9802 SENIOR CAMPUS 505 THE PARADE MAGILL 5072 SOUTH AUSTRALIA TELEPHONE: 08 8364 2299 FACSIMILE: 08 8139 2138 POSTAL ADDRESS PO BOX 180 MAGILL SA 5072 WEBSITE: www.nmhs.sa.edu.au EMAIL: the.principal@nmhs.sa.edu.au PRINCIPAL: PANAYOULA PARHA
Department of Education and Child Development T/A South Australian Government Schools CRICOS Provider Number: 00018A
You also need to make sure that if you choose a VET option that you are not precluding yourself from the Australian Tertiary Admission Rank (ATAR) score and University entrance if this is required. Before you are enrolled in the course you will be required to make full payment for the course to the school at least one term prior to the commencement of the course (i.e. if commencing a course in Term 1, 2012 payment will be required in December, 2011). You may negotiate payment by instalment with the school. 1 Semester course 50% of full cost paid one term prior to commencement (October 2012) with balance due by end of term 1 (April 2013) of the course. Full Year course 50% of full cost paid 1 term prior to commencement of the course (October 2012) with the balance due by the end of term 2 (July 2013). Because course costs must be paid up front to the providers it is not possible to provide a refund if the student withdraws from the course.
You will be entitled to a 10% refund of the total cost of the course providing: 1. your attendance has been regular 2. the course requirements have been completed successfully. Some courses will required additional costs such as safety equipment, clothing, travel and course specific materials that will not be provided for or funded by the school but will need to be purchased by yourself. Only when all of the above conditions have been satisfactorily met and agreed to, will the students nomination for the course be processed. More details of the course nominated by your son or daughter are available from their Sub School Head.
Yours sincerely
Kerryn Harvey Campus Head Senior Campus
The Norwood Morialta High School

Vet Course Application
Name : _______________________________________________________________________________________ Student I.D._______________________________Personal Learning Group: ________________ VET Course: _________________________________________________________________________________ Semester:
MIDDLE CAMPUS MORIALTA ROAD W EST ROSTREVOR 5073 SOUTH AUSTRALIA TELEPHONE: 08 8365 0455 FACSIMILE: 08 8360 9802 SENIOR CAMPUS 505 THE PARADE MAGILL 5072 SOUTH AUSTRALIA TELEPHONE: 08 8364 2299 FACSIMILE: 08 8139 2138 POSTAL ADDRESS PO BOX 180 MAGILL SA 5072 WEBSITE: www.nmhs.sa.edu.au EMAIL: the.principal@nmhs.sa.edu.au PRINCIPAL: PANAYOULA PARHA
Full Year:
Cost: Semester $___________________
Full Year $______________________
Location: ______________________________________________________________ Proposed Transport Arrangements: ________________________________________ Outline your reasons for choosing the course: __________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Outline the skills, abilities, experiences and knowledge that you have that will assist you to be successful in the course: ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________
Department of Education and Children's Services T/A South Australian Government Schools CRICOS Provider Number: 00018A
Supporting Statement from Parent / Caregiver: ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Sub School Head Recommendation: (for office use only) ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________
DECLARATION: I _______________________________________________________________agree to _______________________________

Parent / Caregiver name Student name
enrolling in the above VET Training Course and understand and agree to the conditions outlined in the letter of information to Students/Parents or Caregiver.
Signed (Parent / Caregiver) ______________________________________________________________ Date: __________ Signed (Student) __________________________________________

Please Note o Completion of this form does not guarantee entry into any program. o By plication for the course of your choice. o By signing the form parents agree to abide by their individual schools fee payment systems in relation to Vocational Education and Training Courses.
School Check
Finance Officer Clearance
Approved Not Approved
Sub School Head ____________________________________________ Campus Head _______________________________________________
Useful Web Sites

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CAREER INFORMATION Job Predictions, descriptions, wages etc http://www.jobsearch.gov.au/joboutlook Workskil: www.workskil.com.au TERTIARY ADMISSION CENTRES INTERSTATE Victoria: http://www.vtac.edu.au New South Wales: SACE http://www.sace.sa.edu.au http://www.uac.edu.au Queensland: http://www.qtac.edu.au TAFE SA http://www.tafe.sa.edu.au TERTIARY SA Charles Darwin University www.cdu.edu.au Western Australia: http://www.tisc.edu.au Northern Territory: http://www.ntu.edu.au Tasmania: Flinders University http://www.flinders.edu.au http://utas.edu.au TERTIARY COURSES AVAILABLE THROUGHOUT AUSTRALIA www.grad.com.au
University of Adelaide http://www.adelaide.edu.au University of SA http://www.unisa.edu.au
THE NORWOOD MORIALTA HIGH SCHOOL http://www.nmhs.sa.edu.au
SATAC http://www.satac.edu.au
The Arts Curriculum at NMHS

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Year 8
Year 9
Art A 2D
Year 10
Art A 2D Art B 3D Design A Design B Comedy and Tragedy Page to Stage
Year 11
Visual Art A Visual Art B Design A Design B Drama 1 or S
Year 12
Visual Arts
Art B 3D Design A Design B Drama A
Visual Art Visual Design
Drama Drama B Drama 2
Drama
Music 1 & 2 Music Music Music S
Music Advanced 1 Music Advanced 2 Music Experience1 Music Experience2
Music Ensemble Performance Special Study Music Individual Study Musicianship Solo Performance
Multi Media A
Web Design and Multi Media New Ideas for Animators
Digital Media & Animation A Digital Media & Animation B The School Musical Offstage The School Musical Onstage
Creative Arts - Digital Media & Animation
Multi Media B
The School Musical
Creative Arts - The School Musical OffStage Creative Arts - The School Musical OnStage
Event Management S or 1&2
Creative Arts - Event Management
Business & Enterprise Curriculum at NMHS

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Year 8 Year 9 Year 10 Year 11 Accounting S Accounting 1 Accounting 2 Year 12 Accounting
Business Publishing
Information Processing & Publishing
Business & Enterprise A Business & Enterprise B Work Place Practices A Work Place Practices B
Business & Enterprise
Work Place Practices
Cross Disciplinary Curriculum at NMHS

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Year 8 Year 9 Year 10 Year 11 Community Studies Cross-Disciplinary Studies Year 12 Community Studies Cross-Disciplinary Studies
Sports Studies Special Interest Football
Sports Studies Special Interest Football
Student Initiated Learning
Research Project (Compulsory subject)
Personal Learning Plan
English Curriculum at NMHS

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Year 8 Year 9 Year 10 Year 11 English English English English English Pathways Literacy for work & Community Life Year 12 English Studies English Communications English Pathways
ESL ESL ESL ESL ESL Literacy and the Community A & B
ESL Studies English as a Second Language
Health and Physical Education Curriculum at NMHS

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Year 8 Year 9 Year 10 Year 11 Physical Education A Physical Education B Sports Studies Year 12
Performance PE Health & Physical Education Health & Physical Education Activity & Lifestyle for Girls Activity & Lifestyles Football (Soccer)
Physical Education Sports Studies
Health Integrated Learning Soccer Outdoor Education A Outdoor Education B Child Studies Food and Hospitality
Health Integrated Learning Soccer
Soccer
Soccer
Outdoor Education
Outdoor and Environmental Education
Outdoor Education
Child Studies Food and Hospitality
Humanities Curriculum at NMHS

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Year 8 Year 9 Year 10 Year 11 Year 12 Australian and International Politics Legal Studies Geography Society and Culture Tourism Modern History
Politics Legal Studies A Legal Studies B Geography Society and Culture Tourism History
Geography Humanities Humanities History
Business Interaction
Economics A Economics B Media Studies A Media Studies B
Economics
Media Studies
Languages Curriculum at NMHS

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Year 8
Year 9
Year 10
Chinese
Chinese
Chinese
Year 11 Chinese at Backgrounds Level Chinese at Continuers Speakers Level
Year 12 Chinese at Background Speakers Level Chinese at Continuers Level
German
German
German
German at Continuers Level
German at Continuers Level
Greek
Greek
Greek
Modern Greek at Continuers Level
Modern Greek at Continuers Level
Italian
Italian
Italian
Italian at Continuers Level Japanese at Beginners Level Japanese at Continuers Level
Italian at Continuers Level Japanese at Beginners Level Japanese at Continuers Level
Japanese
Japanese
Japanese
Mathematics Curriculum at NMHS

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Year 8 Year 9 Year 10 Advanced Mathematics Semester 1 Advanced Mathematics Semester 2 Year 11 Year 12
Pure Mathematics 1 Pure Mathematics 2 Pure Mathematics 3 Pure Mathematics 4 Mathematical Applications A Mathematical Applications B Mathematics Pathways A Mathematical Pathways B Numeracy for Work and Community Life
Mathematical Studies Specialist Mathematics Mathematics Methods
Mathematics
Mathematics
Pre Applications Mathematics Semester 1 Pre Applications Mathematics Semester 2
Mathematical Applications
Mathematics in the Community
Science Curriculum at NMHS

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Year 8 Year 9 Year 10 Year 11 Biology A Biology B Geology Scientific Studies A Scientific Studies B Nutrition Science Science Science of the Mind Science for the 21st Century Real World Science Psychology 1 Psychology 2 Psychology Year 12
Environmental
Biology Geology Scientific Studies Nutrition
Forensic Science
Chemistry 1 Chemistry 2 Physics A Physics B
Chemistry Physics
Design & Technology Curriculum at NMHS

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Year 8 Year 9 Year 10 Woodwork Wood Technology Woodwork Advanced Outdoor Construction Year 11 Wood Technology Furniture Design and Construction Year 12
Metal Technology Jewellery Design
Metal Fabrication Marine & Fishing Technology
Radio Control Vehicles Marine & Fishing Technology
Food &Culture Food and Nutrition Food & Hospitality
Technology
Clothing & Textiles
Fashion and You
Technical Graphics
Computer Aided Design & Drawing CADD
Computer Aided Drawing
Information Technology
Application & WebBased Programming
Information Technology S Information Technology 1 & 2
Information Technology
Flashing Plastics
Electronic Systems
Electro-Technology Cert 2
Electronic Systems
Photographic Imaging
Digital Imaging
Digital Photography
Year 8 Visual Art

The Arts Curriculum MYP Learning Area Selection information Description This is an integrated Visual Art course taught as a core unit to all Year 8 students. The course will include exposure to a selection from the principle areas of painting, drawing, design, three-dimensional studies, printmaking and art appreciation. Students will identify and compare the works of artists, their themes and media used. Students will develop and refine their skills in a range of practical areas and media. Students will analyse, discuss and write about their own and others work, using appropriate terminology. Students will be encouraged to develop competency in computer technology and improve their understanding of its use as a visual arts medium. Students will keep a developmental work book and be encouraged to plan works, compiling preparatory research studies and sketches. Experimentation with ideas, media and techniques is essential. The Arts Related Subjects Home
Will depend on current proposed changes to Year 8 Curriculum
Additional Cost: Nil Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Millard, Ms Maddern Mr Schutt Maximum 8 Maximum 10 Maximum 8 Maximum 8
Future Study at NMHS Year 9 Art Year 9 Design Year 9 Multimedia
Year 8 Drama
The Arts Curriculum MYP Learning Area Selection information Description In Year 8, students undertake one term of Drama in which they: are introduced to a range of dramatic terms, conventions and ways of performing. take part in short performances. learn to view and discuss each other's work thoughtfully and constructively. attend live theatre performances and respond to what they have seen in discussion and writing. learn to work cooperatively and productively with others in pairs and small groups. learn to plan, organise, communicate, negotiate, make decisions and solve problems as part of a team. learn to contribute positively to the working atmosphere of their class so that students can take creative risks, grow in confidence and develop new skills. Students will study: basic performance skills, tableaux, group work, theatre games and improvisation, mime, stage-fighting, dance-drama, audience skills, performance appreciation and associated terminologies. Additional Cost: Students will be required to contribute towards the cost of tickets and/or travel for Live Theatre or Screen Productions as negotiated with the teacher. (approximate cost $20) Assessment Assessment is against the IBMYP Arts Criteria Knowledge and understanding Criterion A Application Criterion B Reflection and evaluation Criterion C Personal engagement Criterion D Future Study at NMHS Year 9 Drama Contact Teachers Ms Nicolle, Mr Mastrosavas, Ms Giles The Arts Related Subjects Home
Maximum 8 Maximum 10 Maximum 8 Maximum 8
Year 8 Music
The Arts Curriculum MYP Learning Area Selection information The Arts Related Subjects Home
Description Four lessons of music per week for 1 semester Theory/Aural/Listening Practical/Class Band Keyboard Lab Music Technology Students already learning an instrument may continue with that instrument. Students learning an instrument for the first time must choose from the following list: Violin Cello Viola Flute Clarinet Saxophone Trumpet Trombone Drums French horn Bass Guitar Voice Piano Guitar (acoustic and electric)
Additional Costs - Students hiring instruments from the school will pay a hire fee of $40 a term. Students choosing to study electric guitar, electric bass, voice and piano are taught by private providers and may have to pay up to $25 for each half hour lesson. There are normally 10 per term. All other lessons are at no charge. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Mr Fawcett, Mr Farnan, Mr Lee Maximum 8 Maximum 10 Maximum 8 Maximum 8
Future Study at NMHS Year 9 Music
Year 9 Art A: Two Dimensional Studies

The Arts Curriculum MYP Learning Area Selection information The Arts Related Subjects Art B: Three dimensional studies Home
Students may choose one or two semester courses from the Arts learning area
Description Students will keep a developmental work book and be encouraged to plan works, compiling preparatory research studies and sketches. Experimentation with ideas, media and techniques is essential. Students will analyse, discuss and write about their own and others work using appropriate terminology. Students will identify and compare the works of artists, their themes and media, in their own and other cultures. Students will be encouraged to develop competency in computer technology and expand their understanding of its use as a visual arts medium. This course includes: Drawing: experimentation with techniques, media and styles to incorporate continuous line, tonal rendering, contrast, composition, perspective and texture through themes which will encompass recognition of skill development through observation, interpretation and imagination. Painting: colour theory and colour schemes will be related to studies of painting techniques to enable students to develop understanding of traditional and innovative painting methods. Printmaking: students may study one of the following techniques, relief printing (mono and/or multi colour process); stencil printinghand cut paper, collage/montage. Additional Cost: Students will be required to purchase an A3 sketchbook. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Millard Ms Maddern Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Bachelor of Visual Arts Bachelor of Design (Visual Communication) Bachelor of Visual Arts and Design Certificate in Visual Arts and Contemporary Craft Certificate IV Program in Media Arts Certificate IV Program in 3D Ceramics and Sculpture
Future Study at NMHS Year 10 Art Year 10 Design
Year 9 Art B: Three Dimensional studies

The Arts Curriculum MYP Learning Area Selection information The Arts Related Subjects Art A: Two Dimensional Studies Home
Description Students will keep a developmental work book and be encouraged to plan works, compiling preparatory research studies and sketches. Experimentation with ideas, media and techniques is essential. Students will analyse, discuss and write about their own and others work using appropriate terminology. Students will identify and compare the works of artists, their themes and media, in their own and other cultures. Students will be encouraged to develop competency in computer technology and expand their understanding of its use as a visual arts medium. This course includes: Drawing: students will utilise drawing as a preparatory tool for preliminary 3D studies to depict elements of form, proportion, space and texture. Sculpture: students will link sculptural themes to the development of suitable modelling or construction techniques for studying form, spatial relationships and textures. Materials used may range from clay, paper mache, fibres, wiremesh, metal, modroc, plaster and mixed media. Ceramics: students will study traditional hand construction methods which may range from modelling, slab-building, pinch bowl and coil techniques for functional or decorative forms. Knowledge of firing and glazing processes will be developed with studies of suitable decorative techniques and relevant design constraints. Additional Cost: Students will be required to purchase an A3 sketchbook. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Knowledge and understanding Criterion B Application Criterion C Reflection and evaluation Criterion D Personal engagement Future Study at NMHS Year 10 Art Year 10 Design Contact Teachers Ms Maddern Ms Millard
Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Bachelor of Visual Arts Bachelor of Design (Visual Communication) Bachelor of Visual Arts and Design Certificate in Visual Arts and Contemporary Craft Certificate IV Program in Media Arts Certificate IV Program in 3D Ceramics and Sculpture
Year 9 Design A: Graphic Design and Environmental Design

The Arts Curriculum MYP Learning Area Selection information The Arts Related Subjects Home Design B: Graphic Design and Product Design
Description The focus of Year 9 Design is to introduce students to the design process and a range of the basic principles of design theory and practice. At the completion of the course, students should be able to understand and recognise successful design, and have an understanding of the Design Process. Students will create a variety of design solutions through documentation of the design process and the application of various practical skills, including the use of the Adobe Creative Suite 5 and other computer programs. Students will also develop competent skills in drawing using a variety of art media and techniques, and an appreciation of design and designers in historical and cultural contexts. Listed below are examples of specific design projects students may develop and create in these courses. Graphic Design Identity and Branding (Logo Design) CD/DVD Design Poster design Label Design Book Illustrations. Environmental Design Interior Architecture Skateboard Parks Landscape Design
Additional Cost: Students will be required to purchase an A3 sketchbook. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers
Ms Millard Ms Maddern
Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school

Bachelor of Design (Visual Communication) Bachelor of Architecture Studies Bachelor of Design (Product Innovation) Bachelor of Interior Architecture Diploma of Graphic Design
Future Study at NMHS

Year 10 Art Year 10 Design
Year 9 Design B: Graphic Design and Product Design

The Arts Curriculum MYP Learning Area Selection information Description The focus of Year 9 Design is to introduce students to the design process and a range of the basic principles of design theory and practice. At the completion of the course, students should be able to understand and recognise successful design, and have an understanding of the Design Process. Students will create a variety of design solutions through documentation of the design process and the application of various practical skills, including the use of the Adobe Creative Suite 5 and other computer programs. Students will also develop competent skills in drawing using a variety of art media and techniques, and an appreciation of design and designers in historical and cultural contexts. Listed below are examples of specific design projects students may develop and create in these courses. Graphic Design Product design Identity and Branding (Logo Design) watch design CD/DVD Design Packaging Design Poster design Concept presentation for a new range of clothing Label Design Book Illustrations. Additional Cost: Students will be required to purchase an A3 sketchbook. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement
Contact Teachers Ms Millard Ms Maddern
Home The Arts Related Subjects Design A: Graphic Design and Environmental Design

Pathways beyond school Bachelor of Design (Visual Communication) Bachelor of Architecture Studies Bachelor of Design (Product Innovation) Bachelor of Interior Architecture Diploma of Graphic Design
Future Study at NMHS Year 10 Art Year 10 Design
Year 9 Drama A
The Arts Curriculum MYP Learning Area Related Drama B Subjects Students in year 9 may choose to do a one semester course of Drama A or Students may choose to do a two semester course of both Drama A and Drama B The Arts Home
Selection information
Description In Year 9, Drama students: continue to build a repertoire of skills and understandings about a range of processes, forms and purposes in drama. consolidate and extend their skills in working with others in varied groups. begin a formal study of acting, with an emphasis on realism and believability. create, develop and sustain character in improvisations and scripted performances. study play scripts with particular reference to theme, character and context. experience the "page to stage" process by working in ensemble to present key scenes and full one-act productions to other classes. are introduced to writing for performance and aspects of stagecraft, design and theatre technology. continue to attend live theatre performances and further develop review writing skills.
Drama A: one semester Students will study: Theatre Games and Group Work Origins of Rituals, Ceremonies and Celebrations, Greek Theatre, Stagecraft, Characterisation Audience/Critical Skills Improvisation, Scriptwriting Performance process through duologues, Radio Drama. Indigenous Theatre
Additional Costs - Students will be required to contribute towards the cost of tickets and/or travel for Live Theatre or Screen Productions as negotiated with the teacher. (Approximate cost $20 per semester) Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Nicolle, Mr Mastrosavas, Linda Ms Giles Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Related Tertiary or TAFE Studies (Arts, Law, Acting, Technical Production) Performance in film, television or stage Technical Production in film, television or stage Journalism Scriptwriting Public Presenter (radio, television) Teacher Arts Therapist Community Arts Officer (city, council)
Future Study at NMHS Year 10 Drama A Year 10 Drama B
Year 9 Drama B
The Arts Curriculum MYP Learning Area Related Drama A Subjects Students in year 9 may choose to do a one semester course of Drama A or Students may choose to do a two semester course of both Drama A and Drama B The Arts Home
Description In Year 9, Drama students: continue to build a repertoire of skills and understandings about a range of processes, forms and purposes in drama. consolidate and extend their skills in working with others in varied groups. begin a formal study of acting, with an emphasis on realism and believability. create, develop and sustain character in improvisations and scripted performances. study play scripts with particular reference to theme, character and context. experience the "page to stage" process by working in ensemble to present key scenes and full one-act productions to other classes. are introduced to writing for performance and aspects of stagecraft, design and theatre technology. continue to attend live theatre performances and further develop review writing skills.
Drama B: one semester In addition to the units described for Drama A, students will also study: Music Theatre(History, Features, Staging Conventions) Theatre Technology(Lighting, Sound, Projection technologies) Melodrama (History, Features, Staging Conventions, Scripts) Audience/Critical Skills(live theatre critique Literacy)) Acting/Performance and Improvisation The Page to Stage process through One Act plays (Acting, Costume, Set, Music & Lighting) Screen Studies (Film Language, Production Roles, Making) Additional Costs - Students will be required to contribute towards the cost of tickets and/or travel for Live Theatre or Screen Productions as negotiated with the teacher. (Approximate cost $20 per semester)
Assessment Assessment is against the IBMYP Arts Criteria Knowledge and understanding Criterion A Application Criterion B Reflection and evaluation Criterion C Personal engagement Criterion D Future Study at NMHS Year 10 Drama A Year 10 Drama B Contact Teachers Ms Nicolle, Mr Mastrosavas, Ms Giles
Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Related Tertiary or TAFE Studies (Arts, Law, Acting, Technical Production) Performance in film, television or stage Technical Production in film, television or stage Journalism Scriptwriting Public Presenter (radio, television) Teacher Arts Therapist Community Arts Officer (city, council
Year 9 Music
The Arts Curriculum MYP Learning Area Selection information The Arts Home Related Subjects Year 9 Music is a full year course. Students have to have successfully completed Year 8 Music or be able to demonstrate equivalent Music background.
Description Four lessons of music per week for one semester including a combination of: Class Band Theory Music History This course continues from the Year 8 music units taught. Additional Costs - Students hiring instruments from the school will pay a hire fee of $40 a term. Students choosing to study electric guitar, electric bass, voice and piano are taught by private providers and may have to pay up to $25 for each half hour lesson. There are normally 10 per term. All other lessons are at no charge. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Mr Fawcett, Mr Farnan, Mr Lee Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Performance, Composition Bachelor of Music VET Certificate/Diploma in Music Music Teaching
Future Study at NMHS Year 10 Music (Full Year) Year 10 Music Semester)
Year 9 Multimedia A: Introduction to Web Design and Video Production

The Arts Curriculum MYP Learning Area Selection information The Arts Related Subjects Multimedia B: Introduction to Animation Home
Students may choose to do one or both semester courses.
Description This course will provide students with an introduction to web design and producing videos. The web design component will focus on developing students knowledge and understanding in website navigation, construction and design. In the video production component of this course, students will learn the pre-production, editing and filming processes. Students will be required to analyse their ideas, research appropriate topics and develop their conceptual drawings before making their final products. Students learn to apply and integrate multimedia skills across all curriculum areas. Assessment Tasks may include: Web site construction Video Production Additional Cost: Nil Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Millard, Mr P Carter Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Bachelor of Design (Visual Communication) Bachelor of Computing (Multimedia) Bachelor of Media Arts Certificate III in Visual Arts (Digital Arts) Certificate III in Media
Future Study at NMHS Year 10 Multimedia A Year 10 Multimedia B
Year 9 Multimedia B: Introduction to Animation

The Arts Curriculum MYP Learning Area Selection information The Arts Related Subjects Home Multimedia A: Introduction to Web Design and Video production
Description This course will provide students with an introduction to Animation. Students will be introduced to various animation forms and elements. They will be given the opportunity to develop a range of problem solving skills and learn about the techniques involved in creating animation. In this subject students will be taught how to effectively use the design process to create finished products. Students will be introduced to a range of animation software which may include iStop Motion and Adobe Flash CS5. Assessment Tasks will include: Animation Products Skills and Application Tasks Additional Cost: Nil Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Millard, Mr Carter Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school
Future Study at NMHS Year 10 Multimedia A Year 10 Multimedia B
Year 10 Art in 2 Dimensions

The Arts Curriculum MYP Learning Area Selection information The Arts Related Subjects Art in 3 Dimensions Home
Description This semester of work contains an introductory unit of observation drawing and painting techniques. Skills gained will be further extended in a major drawing and painting practical. This includes idea development and documentation, presented in a journal format and the refinement of new techniques. Students will be required to research, collate and present information about artists and their work within contemporary and past contexts. Additional Costs: Students will be required to purchase an A3 Sketchbook. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Millard Ms Maddern Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Bachelor of Visual Arts Bachelor of Design (Visual Communication) Bachelor of Visual Arts and Design Certificate in Visual Arts and Contemporary Craft Certificate IV Program in Media Arts Sculpture
Future Study at NMHS Stage 1 Art A Stage 1 Art B
Year 10 Art in 3 Dimensions

The Arts Curriculum MYP Learning Area Selection information Description This semester of work contains an introductory unit of observation drawing in 3-dimensional rendering. Skills gained will be further extended in major and minor practical works based on given themes. This includes idea development and documentation, presented in a journal format, and the refinement of new techniques. Students will also be required to research, collate and present information about artists and their work within contemporary and past contexts. Additional Costs Students will be required to purchase an A3 Sketchbook. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Millard Ms Maddern Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Bachelor of Visual Arts Bachelor of Design (Visual Communication) Bachelor of Visual Arts and Design Certificate in Visual Arts and Contemporary Craft Certificate IV Program in Media Arts Certificate IV Program in 3D Ceramics and Sculpture The Arts Related Subjects Art in 2 Dimensions Home
Future Study at NMHS Stage 1 Art A Stage 1 Art B
Year 10 Design A: Graphic Design and Environmental Design

The Arts Curriculum MYP Learning Area Selection information Description In Year 10 Design, students will continue to develop their knowledge of the design process and understanding of design principles. Students will develop competent skills in drawing using a variety of art media and techniques, and an appreciation of design and designers in historical and cultural contexts. This course will require students to produce a range of design solutions, through the effective application of the design process. Students will utilise and develop a range of practical skills (particularly in the Adobe Design Suite CS5) in order to produce design solutions. Listed below are examples of specific design projects students may develop and create in these courses. Graphic Design Magazine layout and advertising design Stamp design Designing a mural for an interior space Environmental Design Zoo Enclosures Architectural drawings such as floor plans and elevations Additional Cost: Students will be required to purchase an A3 Sketchbook. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Millard Ms Maddern Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Bachelor of Design (Visual Communication) Bachelor of Architecture Studies The Arts Related Subjects Home Design B: Graphic Design and Product Design
Future Study at NMHS Stage 1 Design A Stage 1 Design B
Year 10 Design B: Graphic Design and Product Design

The Arts Curriculum MYP Learning Area Selection information The Arts Home Design A: Graphic Design and Environmental Design Related Subjects Students may choose to do one or both semester courses.
Description In Year 10 Design, students will continue to develop their knowledge of the design process and understanding of design principles. Students will develop competent skills in drawing using a variety of art media and techniques, and an appreciation of design and designers in historical and cultural contexts. This course will require students to produce a range of design solutions, through the effective application of the design process. Students will utilise and develop a range of practical skills (particularly in the Adobe Design Suite CS5) in order to produce design solutions. Listed below are examples of specific design projects students may develop and create in these courses. Graphic Design Magazine layout and advertising design Stamp design Designing a mural for an interior space Product design Clock designs Designing of shopping bags Furniture design Additional Cost: Students will be required to purchase an A3 Sketchbook. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Maximum 8 Maximum 10 Maximum 8 Maximum 8
Future Study at NMHS Stage 1 Design A Stage 1 Design B
Contact Teachers Ms Millard Ms Maddern
Pathways beyond school Bachelor of Design (Visual Communication) Bachelor of Architecture Studies Bachelor of Design (Product Innovation) Bachelor of Interior Architecture Diploma of Graphic Design
Year 10 Drama: Comedy and Tragedy

The Arts Curriculum MYP Learning Area The Arts Related Subjects The School Musical, Page to Stage Home
Semester 1: Comedy and Tragedy or The School Musical Semester 2: Page to Stage Students who wish to pursue Drama at SACE level (years 11 and 12) are strongly advised to undertake Comedy and Tragedy in Semester 1 (or Semester 2 when offered) and EITHER School Musical (Semester 1 only) OR Page to Stage (Semester 2 only). Students who complete one semester only of any of the year 10 Drama subjects will only be eligible to enroll in SACE Drama on a successful completion of an interview and upgrade work if deemed necessary. The students grade achievement in the semester unit will be taken into consideration also).NOTE: Students cannot undertake the School Musical unit and Page to Stage as a combination of study across a year.
Description Comedy and Tragedy is a unit for students who enjoy Comedy and Drama, and who want to explore advanced act ing techniques and skills and elements of production. This is a unit designed for students who have successfully completed Year 9 Drama. Students wishing to continue to SACE Drama are strongly encouraged to take this unit in Semester 1 (or Semester 2 when offered) along with School Musical in Semester 1 Page to Stage in Semester 2. This will give students the appropriate background theory and practice to continue with SACE Drama. SEMESTER 1 Comedy and Tragedy + School Musical SEMESTER 2 Comedy and Tragedy + Page to Stage Students will explore Comedy and what makes us laugh. Students will undertake practical and performance workshops exploring slapstick, clowning and lazzi. In particular, students will study Commedia dellarte, a highly energetic, ph ysical and entertaining style of comedy. Students will have the opportunity to put knowledge and skills into practice by performing in full production a scene from a chosen text. Students will then examine Tragedy and build on their skills by exploring Realism and the essential skills required in portraying realistic characters for serious drama as seen in film and television and live, dramatic theatre.; Stanislavskis system of realistic theatre, role-plays and also undertake a study of a text in which they will analyse the themes, structure, characters and their motivations. Students then put
theory into practice and perform a scene from the studied text in full production.Throughout the semester the students will be required to maintain a Developmental Workbook demonstrating evaluation and reflection, undertake written assignments, oral presentations and theatre reviews. The review writing component involves attending a public performance and there will be ticket and travel costs to be met associated with this. Additional Costs Students will be required to contribute towards the cost of tickets and/or travel for Live Theatre or Screen Productions as negotiated with the teacher (approximate cost $20) Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Nicolle, Ms Giles, Mr Mastrosavas Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Related Tertiary or TAFE Studies (Arts, Law, Acting, Technical Production) Performance in film, television or stage Technical Production in film, television or stage Journalism Scriptwriting Public Presenter (radio, television) Teacher Arts Therapist Community Arts Officer (city, council)
Future Study at NMHS Stage 1Drama Stage 1Creative Arts
Year 10 Drama: Page to Stage

The Arts Curriculum MYP Learning Area The Arts Home Related Comedy and Tragedy, The School Musical Subjects Semester 1: Comedy and Tragedy or The School Musical Semester 2: Page to Stage Students who wish to pursue Drama at SACE level (years 11 and 12) are strongly advised to undertake Comedy and Tragedy in Semester 1 (or Semester 2 when offered) and EITHER School Musical (Semester 1 only) OR Page to Stage (Semester 2 only). Selection information Students who complete one semester only of any of the year 10 Drama subjects will only be eligible to enroll in SACE Drama on a successful completion of an interview and upgrade work if deemed necessary. The students grade achievement in the semester unit will be taken into consideration also). NOTE: Students cannot undertake the School Musical unit and Page to Stage as a combination of study across a year. Description Page to Stage takes students on an exciting and challenging journey from text to public performance. It is the unit of choice offered ONLY in Semester 2 for students wishing to continue with SACE Drama and having successfully completed Comedy and Tragedy or School Musical in semester 1. This unit has an initial focus on Shakespeare and Elizabethan Theatre where students undertake practical workshops exploring Shakespearean movement, gesture and language. These skills are extended further when students select a scene from a Shakespearean text and bring it to life on stage. Students also undertake a research assignment where they have the choice of examining a variety of topics from Elizabethan Theatre architecture to the life and times of Shakespeare and his works. In addition to this, students explore the language of film and apply their analytical skills to an innovative film version of a Shakespearean classic. This unit culminates in a public performance which allows students to undertake the page to stage process. Students will be required to undertake an audition process or interview for an on or off-stage role. Students in their assigned role will undertake the performance process of exploration, building and polishing in preparation for a public performance on the Senior Campus. Each student maintains a production report for reflection and evaluation. Students are required to attend after school and weekend rehearsals as negotiated.
Throughout the semester the students will be required to maintain a Development Workbook demonstrating evaluation and reflection, undertake written assignments, theatre reviews and oral presentations. The review writing component involves attending a public performance. Additional Costs - Students will be required to contribute towards the cost of tickets and/or travel for Live Theatre or Screen Productions as negotiated with the teacher. (approximate cost $20) *Refer to page 6 for further information.
Assessment Assessment is against the IBMYP Arts Criteria Knowledge and understanding Criterion A Application Criterion B Reflection and evaluation Criterion C Personal engagement Criterion D Future Study at NMHS Stage 1 Drama Stage 1 Creative Arts Contact Teachers Ms Nicolle, Mr Mastrosavas, Ms Giles
Maximum 8 Maximum 10 Maximum 8 Maximum 8 Pathways beyond school Related Tertiary or TAFE Studies (Arts, Law, Acting, Technical Production) Performance in film, television or stage Technical Production in film, television or stage Journalism Scriptwriting Public Presenter (radio, television) Teacher Arts Therapist Community Arts Officer (city, council
Year 10 Music (Full Year)

The Arts Curriculum MYP Learning Area Related Year 10 Music (Semester) Subjects Students may choose between a semester or full year of Music at Year 10. The Arts Students wishing to continue to SACE Music are strongly encouraged to undertake a full year of Year 10 Music. Music S students will only be eligible to enrol in SACE Music on successful completion of an interview. Home
Description Performance Both Solo Performance and Class Band Performances are assessed twice in the semester during class time. Class Band assessments are also through group rehearsals and public/school performances. Solo Performance assessments are through solo performances with piano accompaniment where appropriate. There are regular rehearsals with the accompanist throughout the semester and performances take place in front of the Year 10 class. Theory/Aural This part of the Year 10 music course continues from year 9 in units of theory and aural, working in conjunction with the keyboard and computer courses. Aural acuity is taught through rhythmic and melodic dictation, musical intervals and chord understanding. Theory is taught in units, e.g. writing of scales, intervals, melodies, rhythms, use of rests and terminology. Assessment is through regular formative tasks and through summative assessment twice in the semester. Keyboard Skills/Composition This course builds on the courses in Years 8 and 9 and further develops the keyboard technique of the student through scales, chords and melody writing. As most students are not pianists, they need to learn enough keyboard/piano technique to be able to play their arrangements, compositions etc. The use of Sibelius is facilitated by the students keyboard skills. The understanding of melody writing and chord writing is enhanced by keyboard skills. Information Technology Information Technology is used extensively in the arranging and composing components of the Year 10 Music course. Through the use of the music software program Sibelius, students are taught how to arrange music for a wide variety of instruments and styles.
Among the outcomes of this course is a detailed arrangement in a particular style for a particular ensemble, for example, a string orchestra, choir, rock band or solo instrument/s. Additional Costs - Students hiring instruments from the school will pay a hire fee of $40 a term. Students choosing to study electric guitar, electric bass, voice and piano are taught by private providers and may have to pay up to $25 for each half hour lesson. There are normally 10 per term. All other lessons are at no charge. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Mr Fawcett, Mr Farnan, Mr Lee Maximum 8 Maximum 10 Maximum 8 Maximum 8
Future Study at NMHS Stage 1 Music Experience Stage 1 Music Advanced
Year 10 Music (Semester)

The Arts Curriculum MYP Learning Area The Arts Related Subjects Year 10 Music (Full Year) Home
Students may choose between a semester or full year of Music at Year 10. Selection information Students wishing to continue to SACE Music are strongly encouraged to undertake a full year of Year 10 Music. Music S students will only be eligible to enrol in SACE Music on successful completion of an interview.
Description Performance Both Solo Performance and Class Band Performances are assessed twice in the semester during class time. Class Band assessments are also through group rehearsals and public/school performances. Solo Performance assessments are through solo performances with piano accompaniment where appropriate. There are regular rehearsals with the accompanist throughout the semester and performances take place in front of the Year 10 class. Theory/Aural This part of the Year 10 music course continues from year 9 in units of theory and aural, working in conjunction with the keyboard and computer courses. Aural acuity is taught through rhythmic and melodic dictation, musical intervals and chord understanding. Theory is taught in units, e.g. writing of scales, intervals, melodies, rhythms, use of rests and terminology. Assessment is through regular formative tasks and through summative assessment twice in the semester. Keyboard Skills/Composition This course builds on the courses in Years 8 and 9 and further develops the keyboard technique of the student through scales, chords and melody writing. As most students are not pianists, they need to learn enough keyboard/piano technique to be able to play their arrangements, compositions etc. The use of Sibelius is facilitated by the students keyboard skills. The understanding of melody writing and chord writing is enhanced by keyboard skills.
Information Technology Information Technology is used extensively in the arranging and composing components of the Year 10 Music course. Through the use of the music software program Sibelius, students are taught how to arrange music for a wide variety of instruments and styles. Among the outcomes of this course is a detailed arrangement in a particular style for a particular ensemble, for example, a string orchestra, choir, rock band or solo instrument/s. Additional Costs - Students hiring instruments from the school will pay a hire fee of $40 a term. Students choosing to study electric guitar, electric bass, voice and piano are taught by private providers and may have to pay up to $25 for each half hour lesson. There are normally 10 per term. All other lessons are at no charge. Assessment Assessment is against the IBMYP Arts Criteria Knowledge and understanding Criterion A Application Criterion B Reflection and evaluation Criterion C Personal engagement Criterion D Future Study at NMHS Stage 1 Music Experience Stage 1 Music Advanced Contact Teachers Mr Fawcett, Mr Farnan, Mr Lee
Year 10 Multimedia A: (Design Skills for Video and Web Graphics)

The Arts Curriculum MYP Learning Area Selection information Description This course will focus on developing students skills in video production and web based graphics. In the web graphics aspect of this course, students will learn how to use Adobe Dreamweaver CS5. The major task will involve students designing a multimedia based website which incorporates still and video images, text and interactivity. The Video component of this course will focus on the development of a short film that is scripted, shot and edited. Students will be required to use a developmental work book to analyse their ideas, collect informative research and document their conceptual ideas using storyboards. Additional Costs: There may be an additional cost of approximately $15.00 if an excursion is arranged. Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Millard, Ms Maddern, Mr Schutt Maximum 8 Maximum 10 Maximum 8 Maximum 8 The Arts Related Subjects Multimedia B: Animation Home
Future Study at NMHS Stage 1 Creative Arts: Digital media
Year 10 Multimedia B: Animation

The Arts Curriculum MYP Learning Area Selection information The Arts Related Subjects Home Multimedia A: Design Skills for Video and Web Graphics
Description In this course students will learn about the various forms and the history of animation, and will create their own animated films. In this unit of work students cover various techniques that can be used in the creation of Flash animations. Students will cover the following techniques: drawing and importing graphics animating graphics using the three animating techniques frame-by-frame animation, shape tweening and motion tweening. Students undertake the development of a portfolio of work including analysing ideas, researching topics, drawing conceptual objects and converting them into animated examples, title sequences and trailers for films. The final product eventuates in the production of short animated trailer. Students also complete a research project on contemporary animators during the course. Stop Motion Animation Students will investigate the history of animation focusing on one technique such as claymation, collage animation and/or hand drawn animation. Students will be required to develop their ideas and create storyboards in a developmental workbook. Group work eventuates in the making and understanding of the techniques of stop motion animation to produce a short animated film. Additional Costs Nil Assessment Assessment is against the IBMYP Arts Criteria Knowledge and understanding Criterion A Application Criterion B Reflection and evaluation Criterion C Personal engagement Criterion D
Future Study at NMHS Stage 1 Creative Arts: Digital media Contact Teachers Ms Millard, Ms Maddern, Mr Schutt
Year 10 Drama: The School Musical

The Arts Curriculum MYP Learning Area The Arts Related Subjects Home
Comedy and Tragedy, Page to Stage
Semester 1: Comedy and Tragedy or The School Musical Semester 2: Page to Stage Students who wish to pursue Drama at SACE level (years 11 and 12) are strongly advised to undertake Comedy and Tragedy in Semester 1 (or Semester 2 when offered) and EITHER School Musical (Semester 1 only) OR Page to Stage (Semester 2 only). Selection information Students who complete one semester only of any of the year 10 Drama subjects will only be eligible to enroll in SACE Drama on a successful completion of an interview and upgrade work if deemed necessary. The students grade achievement in the semester unit will be taken into consideration also). NOTE: Students cannot undertake the School Musical unit and Page to Stage as a combination of study across a year. Description The annual School Musical is an event which draws huge audiences and critical acclaim. In recent years musicals such as Beauty and the Beast, Cabaret, Grease, Annie, and The Pirates of Penzance have all afforded students extensive learning opportunities and pride of achievement. The School Musical is offered at Year 10 as an accredited, one semester unit of work. Students may undertake either an on-stage role or off-stage role: OnStage as a principal character role, chorus member or featured dancer. OffStage as an orchestra member, or as a member of stage management team, costume design and management, set design and painting, props making and management, makeup and hair design and management, lighting, sound, publicity, promotions and visual advertising. All intending students must also sign a contract of commitment.
Apart from the usual after school rehearsals, students enrolled in Year 10 The School Musical will complete other course requirements including: A Developmental Workbook which plots reflective learning and analytical thinking A Review of a live Musical which explores knowledge, understanding and analysis A research Investigation which explores extended knowledge, understanding and organisation A self devised Presentation which explores skills application The Cross-disciplinary subject will run on a line of the timetable allowing approved students to meet on a regular, weekly basis throughout the semester to report on production progress and to complete the above course requirements. Additional Costs: Where available, students will attend a live performance of a relevant musical and present a critical review of the production. There will be ticket and travel costs associated with this which must be met by the student (approx cost $20) Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Application Reflection and evaluation Personal engagement Contact Teachers Ms Nicolle, Ms Giles Mr Mastrosavas, Maximum 8 Maximum 10 Maximum 8 Maximum 8 Arts Pathways beyond school Related Tertiary or TAFE Studies (Arts, Law, Acting, Technical Production) Performance in film, television or stage Technical Production in film, television or stage Journalism Scriptwriting Public Presenter (radio, television) Teacher Arts Therapist Community Arts Officer (city, council)
Future Study at NMHS Stage 1Drama Stage 1 Creative Arts
Stage 1 Visual Arts Art A

The Arts Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Personal Development Related Subjects
10 Credits
Home
Stage1 Visual Arts B, Design A and Design B
Students are assumed to have a high degree of literacy. Students must have studied art or design at year 10 and achieved a C grade or better.
Description The broad area of art encompasses both artistic and crafting methods and outcomes. The processes of creation include the initiation and development of ideas, research, analysis, exploration and experimentation with media and techniques. Students will resolve and produce practical work. The broad area of Art includes Painting, printmaking, sculpture, photography, audio visual works and or installations, ceramics, textiles, mixed media or video. Practical works will be resolved and may include a suite of works. Art A Students are able to focus on the area of art that interests them and work through the art process; learning how to document their visual thinking and initiate and develop their ideas through a thematic approach. Students will learn problem solving skills and investigate a range of skills and techniques. They will learn to analyse other practitioners work and interpret works of art from different cultures and contexts. The following three areas of study are covered: Visual Thinking Practical resolution Visual Arts in Context Learning Requirements 1. Conceive, develop, and make visual works of art that reflect the development of a personal visual aesthetic. 2. Demonstrate visual thinking through the development, and evaluation of ideas and exploration of technical skills with media materials and technologies. 3 Apply technical skill in using media, materials, techniques and technologies and processes to solve problems and resolve works of design. 4. Communicate knowledge and understanding of their own and other practitioners works of art.
Analyse, interpret and respond to visual arts in cultural, social and or historical contexts.
Additional Costs: Two A3 Folios Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Practical Visual Study Future Study at NMHS Stage 1 Art or Design Stage 2 Art Stage 2 Design 40% 30% 30% Students produce one Folio of 20 A3 sheets that documents their visual thinking and supports their one or two works of art. Students produce one or two Practicals one which is a resolved work and a practitioners statement of 250 words. Students produce one visual study including research analysis and practical work between 8-12 A3 sheets and 750 words or a digital recording of 3-4 minutes. Pathways beyond school Bachelor of Visual Arts Bachelor of Design (Visual Communication) Bachelor of Visual Arts and Design Certificate in Visual Arts and Contemporary Craft Certificate IV Program in Media Arts Certificate IV Program in 3D Ceramics and Sculpture
Contact Teachers Senior Campus: Ms Stirling-Phillips, Mr P Carter
Stage 1 Visual Arts Art B

10 Credits
Home
Stage1 Visual Arts - Design
Description The broad area of art encompasses both artistic and crafting methods and outcomes. The processes of creation include the initiation and development of ideas, research, analysis, exploration and experimentation with media and techniques. Students will resolve and produce practical work. The broad area of Art includes Painting, printmaking, sculpture, photography, audio visual works and or installations, ceramics, textiles, mixed media or video. Practical works will be resolved and may include a suite of works. Art B Students are able to focus on the area of art that interests them and work through the art process: Students study contemporary themes and artists in the visual arts and learn a range of presentation skills and develop technical skills and an understanding of aesthetic qualities. Students gain knowledge of other practitioners styles and conventions and learn to respond to works in an informed way. Students gain an understanding of art through different cultural contexts. The following three areas of study are covered: Visual Thinking Practical resolution Visual Arts in Context Learning Requirements 1. Conceive, develop, and make visual works of art that reflect the development of a personal visual aesthetic. 2. Demonstrate visual thinking through the development, and evaluation of ideas and exploration of technical skills with media materials and technologies. 3 Apply technical skill in using media, materials, techniques and technologies and processes to solve problems and resolve works of design. 4. Communicate knowledge and understanding of their own and other practitioners works of art. 5 Analyse, interpret and respond to visual arts in cultural, social and or historical contexts.
Additional Costs: Two A3 Folios Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Practical Visual Study Future Study at NMHS Stage 1 Art or Design Stage 2 Art Stage 2 Design 40% 30% 30% Students produce one Folio of 20 A3 sheets that documents their visual thinking and supports their one or two works of art. Students produce one or two Practicals one which is a resolved work and a practitioners statement of 250 words. Students produce one visual study including research analysis and practical work between 8-12 A3 sheets and 750 words or a digital recording of 3-4 minutes. Pathways beyond school Bachelor of Visual Arts Bachelor of Design (Visual Communication) Bachelor of Visual Arts and Design Certificate in Visual Arts and Contemporary Craft Certificate IV Program in Media Arts Certificate IV Program in 3D Ceramics and Sculpture
Contact Teachers Senior Campus: Ms Stirling-Phillips, Mr P Carter
Stage 1 Visual Arts Design A

10 Credits
Home Stage 1 Visual Arts Design B
Description The broad area of design encompasses communication and graphic design; e.g. branding; illustration and advertising, environmental design: e.g. sustainable interior and exterior design, and product design ;e.g. toys, fashion, furniture and engineering drawing It emphasises a problem solving approach to the generation of ideas and concepts, and the development of visual representation skills to communicate resolutions. Students are able to focus on the area of design that interests them and work through the design process; learning how to document their visual thinking and initiate and develop their ideas. Students will learn problem solving skills and investigate a range of techniques. They will learn to analyse other practitioners work and interpret works of design from different cultures and contexts. The following three areas of study are covered: Visual Thinking Practical resolution Visual Arts in Context Learning Requirements 1. Conceive, develop, and make visual works of Design that reflect the development of a personal visual aesthetic. 2. Demonstrate visual thinking through the development, and evaluation of ideas and exploration of technical skills with media materials and technologies. 3. Apply technical skill in using media, materials, techniques and technologies and processes to solve problems and resolve works of design. 4. Communicate knowledge and understanding of their own and other practitioners works of design. 5. Analyse, interpret and respond to visual arts in cultural, social and or historical contexts. Additional Costs: Two A3 Folios
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Practical Visual Study Future Study at NMHS Stage 1 Design Stage 2 Design Stage 2 Art 40% 30% 30% Students produce one Folio of 20 A3 sheets that documents their visual thinking and supports their one or two works of design. Students produce one or two Practicals one which is a resolved work and a practitioners statement of 250 words. Students produce one visual study including research analysis and practical work between 8-12 A3 sheets and 750 words or digital recording of 3-4 minutes. Pathways beyond school Bachelor of Design (Visual Communication) Bachelor of Architecture Studies Bachelor of Design (Product Innovation) Bachelor of Interior Architecture Diploma of Graphic Design
Contact Teachers Senior Campus: Ms Stirling-Phillips, Mr Schutt Middle Campus: Ms Stirling-Phillips, Ms Millard, Ms Maddern
Stage 1 Visual Arts Design B

The Arts Curriculum
10 Credits
Home
Focus Capabilities Assumed Knowledge Prerequisite
Communication, Learning, Personal Development
Related Subjects
Stage 1 Visual Arts Design A
Description The broad area of design encompasses communication and graphic design; e.g. branding; illustration and advertising, environmental design: e.g. sustainable interior and exterior design, and product design ;e.g. toys, fashion, furniture and engineering drawing It emphasises a problem solving approach to the generation of ideas and concepts, and the development of visual representation skills to communicate resolutions. Students are able to focus on the area of design that interests them and work through the design process: Students learn a range of presentation skills and develop a range of technical skills and aesthetic qualities that operate in design. Students gain knowledge of other practitioners styles and conventions and learn to respond to works in an informed way. Students gain an understanding of design through different cultural contexts. The following three areas of study are covered: Visual Thinking Practical resolution Visual Arts in Context Learning Requirements 1. Conceive, develop, and make visual works of Design that reflect the development of a personal visual aesthetic. 2. Demonstrate visual thinking through the development, and evaluation of ideas and exploration of technical skills with media materials and technologies. 3. Apply technical skill in using media, materials, techniques and technologies and processes to solve problems and resolve works of design. 4. Communicate knowledge and understanding of their ownand other practitioners works of design. 5. Analyse, interpret and respond to visual arts in cultural, social and or historical contexts. Additional Costs: Two A3 Folios
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Practical Visual Study Future Study at NMHS Stage 1 Design Stage 2 Design Stage 2 Art 40% 30% 30% Students produce one Folio of 20 A3 sheets that documents their visual thinking and supports their one or two works of design. Students produce one or two Practicals one which is a resolved work and a practitioners statement of 250 words. Students produce one visual study including research analysis and practical work between 8-12 A3 sheets and 750 words or digital recording of 3-4 minutes. Pathways beyond school Bachelor of Design (Visual Communication) Bachelor of Architecture Studies Bachelor of Design (Product Innovation) Bachelor of Interior Architecture Diploma of Graphic Design
Contact Teachers Senior Campus: Ms Stirling-Phillips, Mr Schutt Middle Campus: Ms Stirling-Phillips, Ms Millard, Ms Maddern
Stage 1 Drama 1 or S
The Arts Curriculum Focus Capabilities
Communication, Learning, Citizenship, Work, Personal Development and Learning
10 Credits
Home
Assumed Knowledge
Related Stage 1 Event Management (10 credits), Stage 1 The Subjects School Musical (10 or 20 credits) Drama 2 Students wishing to study Stage 2 Drama are strongly advised to complete a full year of Stage 1 Drama. A basic knowledge of Comedy, Tragedy and related theories and practitioners, along with practical Production Knowledge from EITHER School Musical OR Page to Stage. Successful completion of Year 10 Drama (2 semesters). Students who complete one semester only of any of the year 10 Drama subjects will only be eligible to enroll in SACE Drama on the successful completion of an interview and upgrade work if deemed necessary. The students grade achievement in the semester unit will be taken into consideration also. Minimum C grade pass for Year 10 Drama (2 semesters) or in Upgrade Studies if required.
Prerequisite
Description In Drama 1 students participate in planning, rehearsal and performance of dramatic work. Students participate in creative problem solving; they generate, analyse and evaluate ideas. They develop personal interpretations of texts. Students develop their curiosity, imagination, creativity, individuality, self-identity, self-esteem and confidence. Students will explore in depth innovator studies into Stanislavski and Method Acting through workshops, texts and finally a pply their acquired skills to improvisations and text based performance work. Students will also explore the historical perspectives of Australian Realist Drama with a specialist study of a core text, undertaking in depth character studies, analysis of plot line, action and dialogue. Finally students will apply Realist techniques to selected scene work. Students will develop their critical understanding of production roles and artistic direction, design and acting by attending live performances of professional productions and discussing and writing about them in a critical and analytical way. Each student will also undertake a major Individual Investigation and demonstrate their knowledge and understanding by creating product or presentation in an area of personal interest. Additional Costs: Costs of any required materials and excursions: $30 for attendance and transport to a live, professional drama production.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Performance Folio 30% 20% Two minor performances based on Stanislavski Improvisation and Method Acting application to Australian Realist scene work between 5 10 minutes duration. This should be a maximum of 2,000 words and includes a Review and a Report on the Stanislavski Workshops. A major, individual project made up of a focused investigation and application of a negotiated, personal area of interest. This will include a Record of the Investigation materials and sources, reflective commentary on Application and Development, and a final Evaluation of the project. Duration 10 minutes maximum. Pathways beyond school: Related Tertiary or TAFE Studies (Arts, Law, Acting, Music, Singing, Technical Production) Performance in film, television or stage Technical Production in film, television or stage Journalism Scriptwriting Public Presenter (radio, television) Teacher Arts Therapist Community Arts Officer (city, council)
Investigation & Presentation:
50%
Future Study at NMHS Stage 1 Drama 2 Stage 2 Drama Stage 2 Creative Arts
Contact Teachers Senior Campus: Mr Mastrosavas, Ms Giles Middle Campus: Ms Nicolle, Ms Giles
Stage 1 Drama 2
The Arts Curriculum Focus Capabilities Assumed Knowledge Prerequisite
20 Credits
Home
Communication, Learning, Citizenship, Stage 1 Drama 1, Stage 1 Event Management (10 Related Work, Personal Development and credits), Stage 1 The School Musical (10 or 20 credits) Subjects Learning (From Drama 1) Realist conventions of Drama, Method Acting theory and practice, critical performance analysis, ability to investigate and create original performance work. Completion of Drama 1 at a C grade or higher. Any student who may have completed (or will complete) Stage 1 Event Management or Stage 1 The School Musical at a C grade or higher must undertake an interview with the presenting teacher before enrolling for Stage 1 Drama 2.
Description In Drama 2 students will examine the innovators of twentieth century drama and the key movement of Absurdism as evidenced in The Bald Prima Donna by Eugene Ionesco. Students will explore the theoretical, social origins and staging conventions of Absurdist Theatre and apply them through enactment of selected scenes. Students will complete a Folio of work which will comprise a comparative essay which examines Realism and Absurdism, a critical review of a live theatre production, and a production Report based on the Group Production. Students will participate in an onstage or offstage capacity on a Group production which will be presented to the general viewing public. A Production Report will be completed based upon the page to stage aspects of this production. Students will also complete and Individual Investigation into the role of the Designer (Lighting, Set, props & decor, costume) in productions. The designs will be connected to another text of the Absurdist theatre. Additional Costs: Costs of any required materials and excursions: $30 for attendance and transport to a live, professional drama production.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: This will take the form of a GROUP PRODUCTION. Each student will assume either an onstage or offstage role (stage management, lighting, sound, set, props or makeup, hair and costume design, publicity.) This should be a maximum of 2,000 words and includes a Review, a Production Report and a Comparative Essay. A minor individual project made up of a focused investigation and application of a DESIGN BASED project using another Absurdist text. This will include a Record of the Investigation materials and sources, reflective commentary on Application and Development, and a final Evaluation of the project. Duration. 10 minutes Contact Teachers Senior Campus: Mr Mastrosavas Middle Campus: Ms Giles, Ms Nicolle. Pathways beyond school: Related Tertiary or TAFE Studies (Arts, Law, Acting, Music, Singing, Technical Production) Performance in film, television or stage Technical Production in film, television or stage Journalism Scriptwriting Public Presenter (radio, television) Teacher Arts Therapist Community Arts Officer (city, council)
Performance: Folio:
50% 20%
Investigation & Presentation
30%
Future Study at NMHS Stage 2 Drama, Stage 2 Creative Arts
Stage 1 Music Advanced 1

The Arts Curriculum Focus Capabilities Assumed Knowledge Prerequisite Personal Development, citizenship, communication and learning. Related Subjects
10 Credits
Home Stage 1 Music Advanced (20 Credits)
This program is designed for students with a substantial background in music. Successful completion of Year 10 Music
Description Through the study of music, students have the opportunity to engage in musical activities such as performing, composing, arranging, researching and developing and applying music technologies. Students benefit from the opportunity to develop their practical and creative potential, oral and written skills, and their 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. This program is designed for students with a substantial background in music. Students wishing to study Stage 2 Music must complete a full year of Music Advanced. Content Public performance (both solo performance and ensemble performance) Theory and aural An understanding of the music program Sibelius Additional Cost: Students hiring instruments from school will pay a hire fee of $30.00 per term Assessment Students demonstrate evidence of their learning through the following assessment types: Skills Presentation Skills Development Folio 30% 30% 60% Public performance (both solo performance and ensemble performance) Theory and aural Research projects, Written reviews of music performances Stage 2 Music Individual Study Contact Teachers Mr Fawcett, Mr Farnan, Mr Lee
Future Study at NMHS Stage 2 Ensemble Performance Stage 2 Solo Performance
Pathways beyond school Performance, Composition
Bachelor of Music VET Certificate/Diploma in Music
Music Teaching
Stage 1 Music Advanced 2

20 Credits
Home Stage 1 Music Advanced 10 Credits
This program is designed for students with a substantial background in music. Successful completion of Year 10 Music
Description Students completing a full year will complete two 10 credit semesters of Stage 1 Music Advanced. Through the study of music, students have the opportunity to engage in musical activities such as performing, composing, arranging, researching and developing and applying music technologies. Students benefit from the opportunity to develop their practical and creative potential, oral and written skills, and their 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. This program is designed for students with a substantial background in music. Students wishing to study Stage 2 Music must complete a full year of Music Advanced. Content Public performance (both solo performance and ensemble performance) Theory and aural An understanding of the music program Sibelius Additional Cost: Students hiring instruments from school will pay a hire fee of $30.00 per term Assessment Students demonstrate evidence of their learning through the following assessment types: Skills Presentation Skills Development Folio 30% 30% 40% Public performance (both solo performance and ensemble performance) Theory and aural Research projects, Written reviews of music performances Stage 2 Solo Performance Stage 2 Music Individual Study Contact Teachers Senior Campus: Mr Fawcett
Future Study at NMHS Stage 2 Ensemble Performance
Middle Campus: Mr Farnan, Mr Lee
Pathways beyond school Performance, Composition
Bachelor of Music, VET Certificate /Diploma in Music, Music Teaching
Stage 1 Music Experience 1

10 Credits
Home Stage 1 Music Experience 20 Credits
This program is designed for students with limited experience or knowledge in some aspects of music. A minimum of one years experience with an instrument is required.
Description Through the study of music, students have the opportunity to engage in musical activities such as performing, composing, arranging, researching and developing and applying music technologies. Students benefit from the opportunity to develop their practical and creative potential, oral and written skills, and their 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 le arning, and to communicate effectively and sensitively. Students wishing to study Stage 2 Music must complete a full year of Music Experience. Content Public performance (both solo performance and ensemble performance) Theory and aural An understanding of the music program Sibelius Additional Cost: Students hiring instruments from school will pay a hire fee of $30.00 per term Assessment Students demonstrate evidence of their learning through the following assessment types: Skills Presentation Skills Development Folio 30% Public performance (both solo performance and ensemble performance) 30% Theory and aural 40% Research projects, Written reviews of music performances Contact Teachers Senior Campus: Mr Fawcett Middle Campus: Mr Farnan, Mr Lee Pathways beyond school Performance, Composition Bachelor of Music
Future Study at NMHS Stage 2 Ensemble Performance Stage 2 Solo Performance Stage 2 Music Individual Study
Stage 1 Music Experience 2

20 Credits
Home Stage 1 Music Experience 10 Credits
This program is designed for students with limited experience or knowledge in some aspects of music. A minimum of one years experience with an instrument is required.
Description Students completing a full year will complete two 10 credit semesters of Stage 1 Music Experience. Through the study of music, students have the opportunity to engage in musical activities such as performing, composing, arranging, researching and developing and applying music technologies. Students benefit from the opportunity to develop their practical and creative potential, oral and written skills, and their capacity to make informed interpretative and aesthetic judgments. Study and participation in music draws together students c ognitive, affective and psychomotor skills, strengthening their ability to manage work and learning, and to communicate effectively and sensitively. Students wishing to study Stage 2 Music must complete a full year of Music Experience. Content Public performance (both solo performance and ensemble performance) Theory and aural An understanding of the music program Sibelius Additional Cost: Students hiring instruments from school will pay a hire fee of $30.00 per term Assessment Students demonstrate evidence of their learning through the following assessment types: Skills Presentation Skills Development Folio 30% Public performance (both solo performance and ensemble performance) 30% Theory and aural 40% Research projects, Written reviews of music performances Contact Teachers Senior Campus: Mr Fawcett Middle Campus: Mr Farnan, Mr Lee Pathways beyond school Performance, Composition Bachelor of Music VET Certificate/Diploma in Music
Future Study at NMHS Stage 2 Ensemble Performance Stage 2 Solo Performance Stage 2 Music Individual Study
Music Teaching
Stage 1 Creative Arts Digital Media and Animation A

The Arts Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning Work Personal Development and Citizenship Related Subjects
10 Credits
Home
Stage 1 Creative Arts Digital Media and Animation B
Successful completion of Multimedia in Year 10 is an advantage but not compulsory. Nil
Description The creative arts process comprises four interrelated elements common to all creative arts programs: investigation, development, production and reflection. In this creative arts subject students develop a portfolio and a final product by working as a Practitioner in a chosen field. Students are encouraged to enter a wide range of competitions in their chosen areas to encourage high standards in their production work. Listed below are examples of specific creative arts products students may develop and create in this course. Advertisements Animated films Digital products (e.g. electronic games, podcasts) Entertainment programs for targeted audiences Film/video: documentary, narrative (storytelling) Music video clips Fashion Design and Illustration Fashion Photography Photographic exhibitions Promotional packages (e.g. DVD, print, or online) Videos for local tourism, on community events, or profiling a local identity Website Design and Construction Practitioners Roles An understanding of the diversity of roles that practitioners fulfill informs the processes applied in the study of Stage 1 Creative Arts and helps students to develop an appreciation of the value of a collaborative approach to the creative arts. In this subject students work as a Practitioner in their chosen field either individually or within a group.
Listed below are some examples of practitioners roles.

Animator Cartoonist Fashion designer Film director Screenwriter Scriptwriter Set designer (scenery construction)
Graphic designer Illustrator Lighting/sound technician Photographer Producer Storyboard artist Cinema-photographer
Note Creative Arts Digital Media and Animation are independent programmes of work. It is not necessary to do Creative Arts A to do Creative Arts B Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Product Folio 50% 50% The development planning and production of a music video Exploration and Analysis of a Digital Media Production Practical skills extension in a specific area
Future Study at NMHS Stage 1 Semester 2 Creative Arts B Stage 2 Digital Media & Animation B Stage 2 Media Studies
Contact Teachers Senior Campus: Mr P Carter Middle Campus: Ms Millard
Pathways beyond school Bachelor of Design (Visual Communication) Bachelor of Computing (Multimedia) Bachelor of Media Arts Certificate III in Visual Arts (Digital Arts) Certificate III in Media Packaged Program in Film and Television Production Diploma of Digital and Interactive Games
Stage 1 Creative Arts Digital Media and Animation B

The Arts Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning Work Personal Development and Citizenship Related Subjects
10 Credits
Home
Stage 1 Creative Arts: Digital Media and Animation A
Successful completion of Multimedia in Year 10 is an advantage but not compulsory. Nil
Description The creative arts process comprises four interrelated elements common to all creative arts programs: investigation, development, production and reflection. In this creative arts subject students develop a portfolio and a final product by working as a Practitioner in a chosen field. Students are encouraged to enter a wide range of competitions in their chosen areas to encourage high standards in their production work. Listed below are examples of specific creative arts products students may develop and create in this course. Advertisements Animated films Digital products (e.g. electronic games, podcasts) Entertainment programs for targeted audiences Film/video: documentary, narrative (storytelling) Music video clips Fashion Design and Illustration Fashion Photography Photographic exhibitions Promotional packages (e.g. DVD, print, or online) Videos for local tourism, on community events, or profiling a local identity Website Design and Construction Practitioners Roles An understanding of the diversity of roles that practitioners fulfill informs the processes applied in the study of Stage 1 Creative Arts and helps students to develop an appreciation of the value of a collaborative approach to the creative arts. In this subject students work as a Practitioner in their chosen field either individually or within a group.
Listed below are some examples of practitioners roles.

Animator Cartoonist Fashion designer Film director Screenwriter Scriptwriter Set designer (scenery construction)
Note Creative Arts Digital Media and Animation are independent programmes of work. It is not necessary to do Creative Arts A to do Creative Arts B Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Product Folio 50% 50% The development planning and production of a music video Exploration and Analysis of a Digital Media Production Practical skills extension in a specific area
Future Study at NMHS Stage 1 Digital Media & Animation A Stage 2 Digital Media Stage 2 Media Studies
Contact Teachers Senior Campus: Mr P Carter Middle Campus: Ms Millard
Stage 1 Creative Arts The School Musical (Off Stage)

The Arts Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Citizenship, Work, Personal Development and Learning Related Subjects
10 Credits
Home
Stage 1 Creative Arts: The School Musical On Stage (10/ 20 Credits)
Research skills, technical or crafting skills, organisational skills No prerequisite but prior experience in back stage work in a musical or Year 10 production (Page to Stage) would be an advantage.
Description Students will submit an EXPRESSION OF INTEREST to the Musical Production Team. Students must nominate an area of back stage interest such as: orchestral musician, stage management, costume design and management, set and props making and management, lighting design and management, make-up and hair design and management, publicity and foyer display and multimedia technologies. Students will also undertake a study in the production elements of musicals and an extensive historical and thematic analysis of the current school musical. Each student must provide a Record of evidence of their involvement and complete the required assignments. Where possible VET connections will be made and students will be encouraged to attend commercial productions, discuss them and the practices required to create viable presentations. Additional Costs: After students view a professional musical production (live or recorded) they will undertake an in class analysis of the skills and practices involved in that production and reflect on how to apply similar or equivalent practices in their work roles. Ticket and transport fee$30.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: PRODUCT & RECORD: All students who will be involved in the School Musical and will be assessed in their specific practical areas. Each student will also maintain a Record of Evidence (Developmental Workbook) with backup materials, notes on evolving learning and development, along with sketches, ideas, designs, notes and articles acquired as part of their study. Students will attend rehearsals and production meetings and report on progressive project management in their respective areas. INVESTIGATION - will be addressed by a GENRE STUDY. This is an investigation into the specific FEATURES of Musicals as a genre and how those features find expression in the current musical. A comparison with other music-theatre genres such as opera, operetta, musical comedy, music-theatre, cabaret etc is required and the identification of how those features find expression in the current musical. This is generated through a teacher supplied question which is designed to provoke critical thinking, further investigation and the development of opinions and attitudes which will require analytical thinking and justification of opinion using the knowledge of dramatic/theatrical theory and practice. The question will be thematically based and the response will require guided enquiry with a choice of multimodal presentational formats. Contact Teachers Senior Campus: Mr Mastrosavas Middle Campus: Ms Nicolle, Ms Giles Pathways beyond school Related Tertiary or TAFE Studies (Arts, Law, Acting, Music, Singing, Technical Production) Performance in film, television or stage Technical Production in film, television or stage Journalism Scriptwriting Public Presenter (radio, television) Teacher Arts Therapist Community Arts Officer (city, council)
Product
60%
Folio
20%
Critical Thinking
20%
Future Study at NMHS Stage 2 Drama Stage 2 Creative Arts School Musical Stage 2 Creative Arts Event Management
Stage 1 Creative Arts The School Musical (On Stage)

20 Credits
Home
Stage 1 Creative Arts: The School Musical (10 Credits)
Performance skills (singing, acting or dancing), research skills, organisational skills Students will be required to complete an AUDITION process and satisfy the presenting teacher of their capabilities in the ON STAGE areas of singing, acting and dancing. It is an advantage to have prior experience in or completion of any general production work or Year 10 Page to Stage or The School Musical to a C grade or better.
Description: This is a 20 credit course undertaken across two semesters. Students will AUDITION for the Musical Production Team with prepared and supplied pieces. To be successful, a student must show proficiency or potential in singing, acting and dance auditions. Students will also undertake a study in the production elements of musicals and an extensive historical and thematic analysis of the current school musical. This will be delivered through tutorials, viewings and practical workshops Students must provide a Record of evidence of their involvement and complete the required assignments. Where possible VET connections will be made and students will be encouraged to attend commercial productions, discuss them and the practices required to create viable presentations. Additional Costs: After students view a professional musical production (live or recorded) they will undertake an in class analysis of the skills and practices involved in that production and reflect on how to apply similar or equivalent practices in their work roles. Ticket and transport fee$30.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: PRODUCT & RECORD: All students who will be involved in the School Musical and will be assessed in their specific performance areas. Each student will also maintain a Record of Evidence (Developmental Workbook) with backup materials, notes on evolving learning and development, along with relevant ideas, notes and articles relating to their on stage roles. Application of directorial feedback and its impact are also needed. Students will attend rehearsals and production meetings as scheduled. TWO INVESTIGATIONS - will be addressed by a GENRE STUDY and a VOCATIONAL STUDY. These investigations are teacher directed and involve explorations of the specific features of Musicals as a genre and how those features find expression in the current musical. The second investigation is an exploration into the training and professional domain of a musical practitioner of the students choice. TWO CRITICAL STUDIES These are generated through teacher supplied questions which are designed to provoke critical thinking, further investigation and the development of opinions and attitudes which will require analysis of knowledge and justification of opinion using the knowledge of dramatic/theatrical theory and practice. One question will be thematically based and the second will be based on arts and society connected to a viewed, live musical. Responses will require guided enquiry. Written, oral or multimodal presentational formats are negotiable. Contact Teachers Senior Campus: Mr Mastrosavas Middle Campus: Ms Nicolle, Ms Giles Pathways beyond school Related Tertiary or TAFE Studies (Arts, Law, Acting, Music, Singing, Technical Production), Performance in film, television or stage Technical Production in film, television or stage Journalism Scriptwriting Public Presenter (radio, television) Teacher Arts Therapist Community Arts Officer (city council). l
Product
60%
Folio
20%
Critical Thinking
20%
Future Study at NMHS Stage 2 Drama Stage 2 Creative Arts School Musical Stage 2 Creative Arts Event Management
Stage 1 Creative Arts Event Management

The Arts Curriculum Communication, Learning, Citizenship, Work, Personal Development and Learning
10 Credits
Home
Related Subjects
Stage 1 Drama (10 credits)
Research skills, competent time management skills Nil required although some knowledge or experience of production work or arts experience is an advantage.
Description In this course students will be introduced to, and further explore, the planning, organisation and management required in staging major and minor events; there will be a strong focus on the use of Arts modalities (posters, lighting, venue design, costuming etc) in these events. Students will explore local events such as the Adelaide Film Festival, the Fringe Festival, Womadelaide or the Credit Union Christmas Pageant etc and identify the key creative artists and their materials, techniques and processes, along with practitioners and the organisational conditions required to produce successful public events. Large scale events such as the Olympics and small scale private functions such as weddings and birthday parties are also examined. Students will view exemplars of successful event management and then create an overview of a hypothetical event that they will manage to fruition; ega wedding, fashion parade, humanitarian aid function, school formal, theme party, community theatre, band tour, cultural festival, sporting event, exhibition or equivalent negotiable event. Students will emerge from the unit of study with a broad knowledge of industry functions and with the skills and knowledge which will equip them to prepare a management plan for a number of diverse event types. Additional Costs: There may be costs associated with entry fees to a major event such as the Tourism Expo in order to assess and critique operations. Assume $30 entry fee.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Students describe an event using diverse arts modalities which they design and manage. They produce a plan of research, schedule, a plan of approach, outcomes and sketches. Students present a PROPOSAL of the intended event. Students then proceed with the FINAL PRODUCT which is presented as a VIRTUAL, HYPOTHETICAL, or ACTUAL EVENT. A Record of materials used to create the event concept must be presented. Consists of: (a) INVESTIGATION Each student nominates an EXISTING ARTS EVENT. They investigate the ARTS aspects of the event and ONE of the key managerial aspects of that event (a practitioner within the event) and examine their tasks, roles, responsibilities, training etc. (b) SKILLS RECORD - Students individually select an area, practitioner or event which further extends their knowledge and understanding of the field of arts event management. A RECORD of the findings is presented along with a REFLECTIVE ANALYSIS and EVALUATION of those findings and how they might be applied in current or future events or career pathways. Contact Teachers Senior Campus: Mr Max Mastrosavas Middle Campus: Pathways beyond school Related Tertiary or TAFE Studies: (Tourism, Arts and Cultural Management, Events Management, Interior Architecture/Design) Venue Operator (eg Gallery) Function/Event Coordinator Function/Event Designer Interior Designer/Decorator Advertising, Promotions and Marketing Manager Creative/Concept Artist
Product & Record
60%
Folio
40%
Future Study at NMHS Stage 2 Event Management Stage 2 Drama
Stage 2 Visual Arts Art

The Arts Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning and Personal Development Related Subjects
20 Credits
Home Stage 2 Visual Arts - Design
Students will be expected to have sound literacy skills. Students have to complete at a C grade or better at least one semester of Visual Arts - Art or Visual Arts - Design at Stage 1 level.
Description In Visual Arts Art students express their ideas through practical work using: drawings; sketches; photographs; and or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their historical and cultural contexts. The broad area of Art includes Painting, printmaking, sculpture, photography, audio visual works and or installations, ceramics, textiles ,mixed media or video. Practical works will be resolved and may include a suite of works. The following three areas of study are covered: Visual Thinking Practical resolution Visual Arts in Context Learning Requirements 1. Conceive, develop, and make visual works of Design that reflect individuality and the development and communication of a personal visual aesthetic. 2. Demonstrate visual thinking through the development, and evaluation of ideas and exploration of technical skills with media materials and technologies. 3. Apply technical skill in using media, materials, techniques and technologies and processes to solve problems and resolve works of design. 4. Communicate knowledge and understanding of their own and the connections between their own and other practitioners works of design. 5. Analyse, interpret and respond to visual arts in a cultural, social and or historical contexts or design works in a social, cultural and historical contexts. 6. Develop inquiry skills to explore visual arts issues, ideas, concepts, processes, techniques and questions.
Additional Costs: Three A3 Folios Assessment Assessment at Stage 2 is by moderation for the folio, practical and the practitioners statement. The vi sual study is externally assessed. Students demonstrate evidence of their learning through the following assessment types: Folio Practical Visual Study 40% 30% 30% Students produce one folio of 60 A3 pages that documents their visual learning in support of their two works of art. Students produce two practicals which must be resolved works of art and two practitioners statements of 500 words one for each of the practicals. Students produce one visual study of 20 A3 pages and 2000 words based on research, analysis and the development of visual thinking and or technical skills. Pathways beyond school Bachelor of Visual Arts Bachelor of Design (Visual Communication) Bachelor of Visual Arts and Design Certificate in Visual Arts and Contemporary Craft Certificate IV Program in Media Arts Certificate IV Program in 3D Ceramics and Sculpture
Contact Teachers Senior Campus: Mr Carter, Ms Stirling-Phillips or Mr Schutt.
Stage 2 Visual Arts - Design 20 Credits

The Arts Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning and Personal Development Related Subjects Stage 2 Visual Arts Art Home
Students will be expected to have sound literacy skills. Students have to complete at a C grade or better at least one semester of Visual Arts - Art or Visual Arts - Design at Stage 1 level.
Description Stage 2 Visual Arts Design can be studied as a 10 or 20 credit subject. In Visual Arts Design students express their ideas through practical work using: drawings; sketches; diagrams; models; prototypes; photographs; and or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their historical and cultural contexts. The broad area of design includes graphic communication; e.g. branding; illustration; and advertising, environmental design: e.g. sustainable interior and exterior design, product design: e.g. toy, fashion, stage, furniture and engineering drawing. It emphasises defining the problem through a brief, problem solving approaches and the generation of solutions andor concepts and the skills to complete resolutions. The following three areas of study are covered: Visual Thinking Practical resolution Visual Arts in Context Learning Requirements 1. Conceive, develop, and make visual works of Design that reflect individuality and the development and communication of a personal visual aesthetic. 2. Demonstrate visual thinking through the development, and evaluation of ideas and exploration of technical skills with media materials and technologies. 3. Apply technical skill in using media, materials, techniques and technologies and processes to solve problems and resolve works of design. 4. Communicate knowledge and understanding of their own and the connections between their own and other practitioners works of design.
5. 6.
Analyse, interpret and respond to visual arts in a cultural, social and or historical contexts or design works in a social, cultural and historical contexts. Develop inquiry skills to explore visual arts issues, ideas, concepts, processes, techniques and questions.
Additional Costs: Three A3 folios Assessment Assessment at Stage 2 is by moderation for the folio, practical and the practitioners statement. The visual study is externa lly assessed. Students demonstrate evidence of their learning through the following assessment types: Folio Practical Visual Study 40% 30% 30% Students produce one folio of 60 A3 pages that documents their visual learning in support of their two works of design. Students produce two practicals which must be resolved works of design and two practitioners statements of 500 words, one for each of the practicals. Students produce one visual study of 20 A3 pages and 2,000 words based on research, analysis and the development of visual thinking and or technical skills.This can also be a digital recording of 12 minutes.
Contact Teachers Senior Campus: Mr Carter, Ms Stirling-Phillips, Mr Schutt.
Pathways beyond school Bachelor of Visual Arts Bachelor of Design (Visual Communication) Bachelor of Visual Arts and Design Certificate in Visual Arts and Contemporary Craft Certificate IV Program in Media Arts Certificate IV Program in 3D Ceramics and Sculpture
Stage 2 Drama
20 Credits
Home
Communication, Learning, Citizenship, Related Work, Personal Development and The School Musical (20 credits) Subjects Learning Theory and Practice as outlined in content of Stage 1 Drama 1 & 2 or substantial Knowledge and Practice as outlined in content of The School Musical Stage 1 (10 or 20 credit). Independent research and presentation skills. Stage 1 Drama 1 (10 or 20 credit) or Stage 1 The School Musical (10 or 20 credit) with a grade achievement of C or better. A student with neither of these prerequisites must undertake an interview by the presenting teacher and may also be required to undertake upgrade studies if approved.
Description This 20 credit subject is undertaken over two semesters and will involve additional contact time outside of the regular timetabled lessons for the Group Performance. There will also be attendances to live productions for critical review purposes. The course has a focus on the practical application of theoretical knowledge of dramatic texts and innovators, and therefore, students need to have an existing knowledge and experience of creating performance narratives. Extensive critical analysis is also required. Necessary knowledge, skills and processes will be scaffolded by teacher presentations along with draft submissions with feedback. Additional Costs: $50 - $60 for attendance and transport to professional drama productions (usually in the evenings).
Assessment Assessment at Stage 2 is both school-based (70%) and also Externally Assessed by independent markers (30%). Students demonstrate evidence of their learning through the following assessment types: Students work in groups to analyse and understand the theory and practices of a nominated dramatic innovator. Students create an original response to these in groups but are assessed individually. The duration of the piece depends on the size of the group. A Record of Evidence of negotiable format is also required. The Folio will consist of a total of 4,000 words of writing or 20 minutes oral or equivalent multimodal format. The total is made up of TWO REVIEWS and ONEREPORT based upon experiences and reflective learning gained through the Group Performance or Individual Presentation. Students undertake an in depth study of a dramatic text and its themes; each student then interprets that text in an original manner by outlining their own approach to the text as actor, director or designer. Necessary knowledge, skills and processes will be scaffolded by teacher presentations. Total 1500 words or 9 minutes oral or equivalent multimodal format. GROUP PERFORMANCE or INDIVIDUAL PRESENTATION students nominate to participate in either an on stage or off stage capacity for a text based group performance which is teacher directed; students are required to perform for 10 to 15 minutes on stage, while off stage students must deliver a 15 minute presentation in addition to their practical commitment. OR a student may work independently with teacher guidance to create an Individual Presentation of 15 minute duration. In both cases a Report is also required (see Folio).
Group Presentation
20%
Folio
30%
Interpretative Study
20%
External Assessment
30%
Contact Teachers Senior Campus: Mr Mastrosavas, Ms Giles, Ms Nicolle
Pathways beyond school Related Tertiary or TAFE Studies (Arts, Law, Acting, Technical Production) Performance in film, television or stage Technical Production in film, television or stage Journalism Scriptwriting Public Presenter (radio, television) Teacher Arts Therapist Community Arts Officer (city, council)
Stage 2 Music Ensemble Performance

10 Credits
Home
Personal Development, citizenship, Related communication and learning. Subjects Students who undertake this subject are assumed to have attained a performance standard that reflects at least 3 years of development on their chosen instrument or their voice. Students without this background may have difficulty in successfully meeting the performance standards for this subject. Students completing this course must have completed a full year of Stage 1 Music.
Description Stage 2 Ensemble Performance is a 10-credit subject that develops students skills on a chosen instrument or their voice and the application of these skills and other musical knowledge in an ensemble. Students develop ensemble performance skills as well as aural perception, musical sensitivity, and an awareness of style, structure, and historical conventions in ensemble performance. Students are required to participate in regular rehearsals and performances, some of which may be outside school hours. Ensemble Performance gives students the opportunity to extend their practical music-making skills, aural perception, and musical appreciation in an ensemble performance setting. Ensemble Performance not only results in musical outcomes, but also encourages the development of personal characteristics such as confidence and the ability to communicate sensitively and work cooperatively. Students have the opportunity to contribute to the cohesiveness of the ensemble and engage the audience. Students who study Ensemble Performance and/or Performance Special Study and/or Solo Performance may perform on the same instrument in all subjects. In general, students participate in one of the following throughout the subject: a small ensemble of two or more performers an orchestra a band a choir, vocal ensemble, or with a solo performer (as an accompanist) a performing arts production (as a singer or an instrumentalist). It is recommended that students participate in a school ensemble. If, however, there is not a suitable school ensemble, students may, at the teachers discretion, participate in a community ensemble. In general, students are required to perform on only one instrument or the voice and in only one ensemble. Students may perform as a vocalist and as an instrumentalist. Students may also perform with recognised doublings such as saxophone and clarinet.
Students prepare and present three public performances, comprising two school-assessed performances and one final, externally assessed performance. When preparing for performance, teachers and students must ensure that the program includes: either works of contrasting character or an extended work with a number of contrasting sections works that allow students to extend their performance techniques on their instrument or voice a minimum of 20 minutes of repertoire. Students are encouraged to include a range of works that allows them to demonstrate their standard of musicianship and technical proficiency. In preparing the program, students should give attention to the practical application of their knowledge about, and skills in, accuracy, technique and musicianship. Additional Cost: Students hiring instruments from school will pay a hire fee of $30.00 per term Assessment Students demonstrate evidence of their learning through the following assessment types: First Performance Second Performance Final Performance 30% 40% 30% Internally Assessed Performance. Internally Assessed Performance. Externally Assessed Performance. Pathways beyond school Performance, Composition Bachelor of Music VET Certificate/Diploma in Music Music Teaching
Contact Teachers Senior Campus: Mr Fawcett Middle Campus: Mr Farnan, Mr Lee
Stage 2 Performance Special Study

The Arts Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Citizenship, Personal Development. Related Subjects
10 Credits
Home Stage 2 Solo Performance
A high level of Solo Performance skills developed over at least 3 years of Music tuition. A pass at a B criteria level for year 12 Solo Performance studied during year 11 Music.
Description Describe the content, skills and details of the course and features that distinguish it from similar courses. Additional Costs: Students hiring instruments from school will pay a hire fee of $40 per term. Assessment Students demonstrate evidence of their learning through the following assessment types: This subject allows instrumentalists and vocalists to address the technical and musical demands of performing approved extended work(s) in public. Students may perform as a soloist or as a member of a chamber ensemble (one performer per par t). Students skills on a chosen instrument or the voice are extended and developed as they apply these skills, musical understanding and aesthetic awareness in performance. Students also develop skills in preparing and presenting works for performance. Students perform a first public performance of approximately one quarter to a half of their approved work and a. For the First and Second Performance,. Students also write a commentary that provides opportunities for them to analyse and demonstrate an understanding of the form and structure of their chosen work. For this assessment, students provide evidence of their learning in relation to analysis and understanding.
School-based Assessment First Performance
Weighting 20% Students perform approximately one quarter to a half of their approved work Students provide evidence of their learning in relation to accuracy, technique, and musicianship Second public performance of the remaining half to three quarters of the approved work not presented in the first performance. Students provide evidence of their learning in relation to accuracy, technique, and musicianship Students also write a commentary that provides opportunities for them to analyse and demonstrate an understanding of the form and structure of their chosen work. Students provide evidence of their learning in relation to analysis and understanding. Final public performance students perform the total repertoire of the work(s)
Second Performance
30%
Commentary
20%
External Assessment Contact Teachers Senior Campus: Mr Fawcett
30%
Pathways beyond school Music Pathways beyond school Performance, Composition Bachelor of Music VET Certificate/Diploma in Music Music Teaching
Stage 2 Music Individual Study

10 Credits
Home
Personal Development, citizenship, Related communication and learning. Subjects Music Individual Study is recommended for students who have a great deal of personal motivation and initiative, and who are self-directed learners. The ability to work independently is essential. Students completing this course must have completed a full year of Stage 1 Music.
Description Stage 2 Music Individual Study is a 10-credit subject that allows students to undertake an individually negotiated topic in an area of interest that is not covered in any other Stage 2 Music subject. Students pursue an area of interest that is directly applicable to their intended vocation, career, further study, or recreation. Students develop skills in documenting the processes of negotiating, planning, structuring, developing, and evaluating their learning. Students undertake an individual study on a topic of their choice. This may be an area in which they are interested or in which they have special talent. The topic should be realistically achievable by the student, and appropriate resources should be available. Suggested Topics Students negotiate and plan with their teacher the topic they have chosen for their individual study. A proposal that includes a brief outline of the scope of the topic and the proposed format of the final product must be submitted to the SACE Board for approval (see the Stage 2 Arts Learning Area Manual for details). Suggested topics are listed below.

Tutoring Community Musical Instrument Music and Culture Music Industry
Additional Costs: Nil Assessment Students demonstrate evidence of their learning through the following assessment types: Folio 30% Internal Assessment.
Product Report
40% 30%
Internal Assessment. External Assessment.
Pathways beyond school Performance, Composition Bachelor of Music VET Certificate/Diploma in Music Music Teaching
Stage 2 Musicianship
10 Credits
Home
Experience with an instrument or voice. Theory and aural understanding. Public Performance Experience. Students completing this course must have completed a full year of Stage 1 Music.
Description Stage 2 Musicianship is designed to be undertaken as a 10-credit subject. The following three areas of study must be covered: Theory, Aural Recognition, and Musical Techniques. Harmony. Arrangement. Theory, Aural Recognition, and Musical Techniques: Students develop their aural acuity and ability to acquire fundamental functional musical knowledge, and associated aural, theoretical, and notational skills. They learn theory, aural recognition, and musical techniques in a variety of contexts through a variety of learning activities. Students develop their understanding of the relationship between theoretical notation and sound, using aural and visual recognition, and notation. Harmony: Students learn to harmonise a melody by applying theoretical knowledge. Students undertake one of the following three options: Option A: Countermelody Option B: Jazz-related Harmony Option C: Four-part Vocal Style. Arrangement: Students develop their musical imagination and ability to write musical arrangements. They learn to apply fundamental knowledge of theoretical concepts, musical styles, and associated aural and notational skills. Students create a notated arrangement of a melody of their choice, taken from the existing repertoire (not created by the student). The arrangement is submitted with a score using standard notation, a recording, and a statement outlining the ideas in, and the musical intention of, the arrangement. Examination (1 hour) Students undertake a 1-hour external examination, which is divided into two parts: Part 1: Theory, Aural Recognition, and Musical Techniques Part 2: Harmony
Part 1 consists of multiple-choice and short-answer questions on aspects of rhythm, pitch, and musical techniques. It draws on the aspects of music outlined in the Theory, Aural Recognition, and Musical Techniques section of the content. Students have approximately 1 hour to complete Part 1. Part 2 consists of one harmonisation question. Students can undertake the harmonisation question for Option A, Option B or Option C. Students have approximately 45 minutes to complete Part 2. The examination is marked by external assessors with reference to performance standards.
Assessment Students demonstrate evidence of their learning through the following assessment types: Skills Development Arrangement Examination 30% 40% 30% Internal Assessment. Internal Assessment. External Assessment. Pathways beyond school Performance, Composition Bachelor of Music VET Certificate/Diploma in Music Music Teaching
Stage 2 Music Solo Performance

10 Credits
Home
Experience with an instrument or voice. Theory and aural understanding. Public Performance Experience. Students completing this course must have completed a full year of Stage 1 Music.
Description Each student must perform as an instrumental or vocal soloist or as a vocalist and instrumentalist. The performance of a vocalist who accompanies himself or herself may include solo parts from each. Students may also perform with recognised doublings, such as piccolo and flute, tenor saxophone and alto saxophone, flute and saxophone, electric guitar and acoustic guitar. Students must present their program on an instrument chosen from a specific list. This 10-credit subject develops students skills on a chosen instrument or the voice and the application of these skills, musical understanding, and aesthetic awareness in a solo performance. Students who study Ensemble Performance and/or Performance Special Study and/or Solo Performance may perform on the same instrument in all subjects. Students prepare and present public performances. Additional Cost: Students hiring instruments from school will pay a hire fee of $30.00 per term Assessment Students demonstrate evidence of their learning through the following assessment types: First Performance Second Performance Final Performance 30% 40% 30% Internally Assessment. Performance Internally Assessment. Performance External Assessment. Students perform in a practical examination. A solo summative performance of 10 to 12 minutes must be presented (live) for assessment. Pathways beyond school Performance, Composition Bachelor of Music VET Certificate/Diploma in Music Music Teaching
Stage 2 Creative Arts: Digital Media and Animation

The Arts Curriculum
Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning Work Personal Development and Citizenship Related Subjects
20 Credits
Home
Experience in Stage 1 Creative Arts:Digital Media or Media Studies would be preferred. Nil
Description The creative arts process comprises four interrelated elements common to all creative arts programs: investigation, development, production and reflection. In this creative arts subject students develop a portfolio and a final product by working as a Practitioner in a chosen field. Students are encouraged to enter a wide range of competitions in their chosen areas to encourage high standards in their production work. Note: Students may only study one Stage 2 Creative Arts Subject. Listed below are examples of specific creative arts products students may develop and create in this course. Animated films Digital products (e.g. electronic games, podcasts) Film/Video Fashion Photography Photographic exhibitions Promotional packages
Practitioners Roles An understanding of the diversity of roles that practitioners fulfill informs the processes applied in the study of Stage 1 Creative Arts and helps students to develop an appreciation of the value of a collaborative approach to the creative arts. In this subject students work as a Practitioner in their chosen field either individually or within a group. Listed below are some examples of practitioners roles.
Animator Cartoonist Fashion designer Film director Screenwriter Scripter writer Set Designer (scenery Construction)
Additional Costs: Nil Assessment At Stage 2 70% of this course is school assessed and 30% is externally assessed Product 2 Folio External Assessment Contact Teacher Senior Campus: Mr P Carter 50% 20% 30% Dependant on chosen practitioner role 2 products are required. Exploration of Digital Media Products and Processes Practical Skills Extension up to 12 examples of evidence(external marked component)
Stage 2 Creative Arts - The School Musical Off Stage

The Arts Curriculum
Focus Capabilities Assumed Knowledge
10 Credits
Home
Prerequisite
Communication, Learning, Citizenship, Stage 2 CREATIVE ARTS The School Musical (20 Related Work, Personal Development and credits) Subjects Learning Some technical stagecraft knowledge, interest and capabilities in orchestra, stage management, lighting design and production, sound production, costume design and making, set design and making, props design and making, advertising and marketing, media projection/video production and hair/makeup design and execution. Personal research and time management skills. Ability to take direction. Students will be required to complete an EXPRESSION of INTEREST and satisfy the presenting teacher of their capabilities in the OFF STAGE areas of technical stagecraft or orchestra. It is an advantage to have prior experience in, or completion of, Stage 1 CREATIVE ARTS The School Musical (10 or 20 credits), or Stage 1 Drama (10 or 20 credits) to a C grade or better; or, any general prior production experience in Year 10 Page to Stage or The School Musical.
Description: This is a 10 credit course undertaken in Semester 1. Students will complete an EXPRESSSION of INTEREST for the Musical Production Team. To be successful, a student must indicate proficiency or potential in their nominated technical stagecraft areas. Students will also undertake a study in the production elements of musicals and an extensive historical and thematic analysis of the current school musical. This will be delivered through structured tutorials, video exemplars and practical workshops. Students must provide a Record of Evidence of their involvement and complete the required assignments.

The course will broadly focus on: Creative Arts Process in Musical Theatre Production Development and Production in Musical Theatre Concepts in Creative Arts Disciplines in Musical Theatre Production Creative Arts in Practice in Musical Theatre Production
Where possible VET connections will be made and students will be encouraged to attend commercial productions, discuss them and the practices required to create viable presentations, and the career pathways available. Additional Costs: Students are required to view a professional musical production (live or recorded) and to respond to it in an analytical and connected manner to a key investigation task. Ticket and transport fee$30.
Assessment Assessment at Stage 2 is both school-based (70%) and Externally Assessed (30%). Students demonstrate evidence of their learning through the following assessment types: Students will complete ONE practical task which is their practical contribution in the school musical. Students also prepare and present a record of the materials used to support the investigation, development, and production of their product. Students complete ONE investigation which can relate to the product being created. This is teacher negotiated.
PRACTICAL SKILLS- Students complete ONE major Practical Skills project which consists of an in depth, focused Investigation, Application and Development and a final Evaluation phase. The topic is teacher negotiated but can be in any area of music theatre production which is of deep interest to the student. Students maintain an extensive Record of Evidence for this entire task.
Product Investigation
50% 20%
External Assessment
30%
Contact Teachers Senior Campus: Mr Mastrosavas
Pathways beyond school Related Tertiary or TAFE studies (Technical Production) Technical Production work in film, television or stage Technical sales operations Stagecraft work in film, television or stage Event venue manager Multimedia artist Teaching
Stage 2 Creative Arts - The School Musical On Stage

The Arts Curriculum
20 Credits
Home
Communication, Learning, Citizenship, Stage 2 CREATIVE ARTS The School Musical (10 Related Work, Personal Development and credits) Subjects Learning Performance knowledge and capabilities in acting, dancing and singing. Personal research and time management skills. Ability to take direction. Students will be required to complete an AUDITION process and satisfy the presenting teacher of their capabilities in the ON STAGE areas of singing, acting and dancing. It is an advantage to have prior experience in or completion of Stage 1 CREATIVE ARTS The School Musical (10 or 20 credits), or Stage 1 Drama (10 or 20 credits) to a C grade or better; or, any general prior production experience in Year 10 Page to Stage or The School Musical.
Description This is a 20 credit course undertaken across two semesters. Students will AUDITION for the Musical Production Team with prepared and supplied pieces. To be successful, a student must show proficiency or potential in singing, acting and dance auditions. Students will also undertake a study in the production elements of musicals and an extensive historical and thematic analysis of the current school musical, and a special study of the 20th century musical genre, opera, cabaret and other music theatre forms. This will be delivered through tutorials; video exemplars and practical workshops Students must provide a Record of Evidence of their involvement and complete the required assignments.

The course will broadly focus on: Creative Arts Process in Musical Theatre Production Development and Production in Musical Theatre Concepts in Creative Arts Disciplines in Musical Theatre Production Creative Arts in Practice in Musical Theatre Production
Where possible VET connections will be made and students will be encouraged to attend commercial productions, discuss them and the practices required to create viable presentations and the career pathways available. Additional Costs: Students are required to view a professional musical production (live or recorded) and to respond to it in an analytical and connected manner to a key investigation task. Ticket and transport fee $30.
Assessment Assessment at Stage 2 is both school-based (70%) and Externally Assessed (30%). Students demonstrate evidence of their learning through the following assessment types: Students will complete TWO practical tasks one of which will be their practical performance in the school musical. The other will be a workshop relating to some aspect of skills development for the musical. Students also prepare and present a record of the materials used to support the investigation, development, and production of these products. Students complete TWO investigations which can relate to the products being created. One investigation has a vocational focus based on a topic of interest to the student. These are teacher negotiated. PRACTICAL SKILLS- Students complete ONE major Practical Skills project which consists of an in depth, focused Investigation, Application and Development and a final Evaluation phase. The topic is teacher negotiated but can be in any area of music theatre production which is of deep interest to the student. Students maintain an extensive Record of Evidence for this entire task.
Product
50%
Investigation
20%
External Assessment
30%
Pathways beyond school Related Tertiary or TAFE studies (Acting, Direction & Production) Performance work in film, television or stage Stagecraft work in film, television or stage Teaching Journalism Public Presenter (radio, television)
Stage 2 Creative Arts Event Management

20 Credits
Home
Independent research skills, personal time management skills. Completion of Stage 1 Event Management (10 credits), Stage 1 The School Musical (10 or 20 credits) or Stage 1 Drama (10 or 20 credits) at a C grade or better is an advantage but not necessary.
Description: This full year course introduces students to the artistic, creative and organisational needs for producing events. There is a strong focus on the use, planning and management of Arts modalities and their impact in creating major events. Hence students with an interest in visual arts (advertising, venue design, lighting), performing arts (dance, acting, music), media arts (projections, film, video, sound) and general event management (planning, organisation, budgets, timelines) will benefit from this course. They will also explore the concept, planning, development, presentation and evaluation phases of producing events. By the end of the course students will have a broad overview of knowledge and practical skills required in events management. The course will broadly focus on:

Creative Arts Process in Events Management Development and Production in Events Management Concepts in Creative Arts Disciplines in Events Management Creative Arts in Practice in Events Management
Additional Costs: Students will attend a major event to examine its planning structures, organisation, layout, signage, merchandising, presentational modes, public safety factors etc. An entrance fee will be required of $20 - $30.
Assessment Assessment at Stage 2 is both school-based (70%) and Externally Assessed (30%). Students demonstrate evidence of their learning through the following assessment types: Students will complete TWO practical tasks which result in a product based on selected creative arts modes used for a hypothetical (or actual) event. Students also prepare and present a record of the materials used to support the investigation, development, and production of these products. Students complete TWO investigations which can relate to the products being created or to a topic of interest to the student. These are teacher negotiated. PRACTICAL SKILLS- Students complete ONE major Practical Skills project which consists of an in depth, focused Investigation, Application and Development and a final Evaluation phase. Students maintain an extensive Record of Evidence for this entire task. Pathways beyond school Related Tertiary or TAFE Studies (Tourism, Arts and Cultural Management, Events Management, Interior Architecture/Design) Venue Operator Function/Event Coordinator Function/Event Designer Interior Designer/Decorator Advertising, Promotions and Marketing Manager Creative/Concept Artist
Product
50%
Investigation External Assessment
20% 30%
Stage 1 Accounting 1
The Business and Enterprise Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Work, Learning Nil A passing grade in English Related Subjects
10 Credits
Home Stage 1: Accounting 2
Description The study of Accounting gives students opportunities to learn the practical skills needed to manage their own financial affairs and an understanding of the successful management of financial affairs in business. Students gain knowledge and skills related to accounting processes for organisational and business applications and learn how to interpret financial information and how to convey this information to interested users. Topics studied may include: The Environment of Accounting, Personal Financial Management, Double Entry and Financial Reports. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Skills and Applications Tasks Investigation Future Study at NMHS Stage 1: Accounting 2 Stage 2: Accounting 75% 25% Tests on theory and practical exercises Assignments and Oral presentations Pathways beyond school; Business, Finance, Commerce, International Business Degrees.
Contact Teachers Senior Campus: Ms Sih, Ms Rowe Middle Campus: Ms Rowe
Stage 1 Accounting 2
The Business and Enterprise Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Work Related Subjects
10 Credits
Home Stage 1: Accounting 1 or Accounting S
Theory and practical work covered in Accounting 1 A C or better grade in Accounting 1
Description Students must have satisfactorily completed Stage 1 Accounting 1 as this course builds on the theory and practical work covered during the first semester. Students are given the opportunity to further 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. Topics studied may include: The Environment of Accounting, Keeping Cash Records, Financial Reports, Analysis and Interpretation of Financial Reports. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Skills and Applications Tasks Investigation Future Study at NMHS Stage 2: Accounting 75% 25% Theory tests and practical exercises Assignments and oral presentations Pathways beyond school Business, Finance, Commerce, International Business Degrees.
Contact Teachers Senior Campus: Ms Sih, Ms Rowe Middle Campus: Ms Forbes
Stage 1 Accounting S
The Business and Enterprise Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Work Nil A passing grade in English Related Subjects
10 Credits
Home Stage 1: Accounting 1
Description The study of Accounting gives students the opportunities to 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. Topics studied may include: The Environment of Accounting, Keeping Cash Records, Double Entry and Financial Reports. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Skills and Applications Tasks Investigation Future Study at NMHS Stage 2: Accounting 75% 25% Theory tests, practical exercises. Assignments and Oral presentations Pathways beyond school; Business, Finance, Commerce, International Business Degrees.
Contact Teachers Senior Campus: Ms Sih, Ms Rowe Middle Campus: Ms Forbes
Stage 1 Business Publishing S (Information Processing & Publishing) 10 credits

The Business and Enterprise Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning Nil Nil Related Subjects Home Stage 2 Information Processing and Publishing
Description Business Publishing focuses on the application of practical skills to design and implement creative solutions. Students create hard copy and electronic text-based publications, identifying, choosing, and using the appropriate computer hardware and software for communicating in a range of contexts. A 10-credit subject consists of two topics: Business Publishing combines the use of software with the elements and principles of design and an understanding of the processes and procedures involved in using information to produce business documents, such as reports, advertisements, brochures and invitations. Digital Presentation involves the use of software appropriate to produce personal and business presentations for a target audience.
Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1 Assessment Type 2 Assessment Type 3 Future Study at NMHS Stage 2 Information Processing and Publishing 50% 30% 20% Practical Skills Product and Documentation Issues Analysis
Contact Teachers Senior Campus: Ms Thursby, Ms Rowe Middle Campus:
Stage 1 Business and Enterprise A

The Business and Enterprise Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Citizenship Nil A passing grade in Year 10 English. Related Subjects
10 Credits
Home
Stage 1: Business and Enterprise B
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. Stage 1 Business and Enterprise A comprises the following: Core Topic Introduction to Business and Enterprise Option Topics Establishing a Business Technology for Business Marketing
Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Practical Issues Study Future Study at NMHS Stage 1 Business and Enterprise B Stage 2 Subject: Business and Enterprise 70% 15% 15% Extended writing tasks, response to stimulus materials, multi-media presentation Assignment and/or oral presentation Investigation written in report format of 1000 words. Contact Teachers Senior Campus: Ms Sih, Ms Rowe Middle Campus: Ms Forbes Pathways beyond school: Business, Finance, Commerce, International Business Degrees.
Stage 1 Business and Enterprise B

The Business and Enterprise Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Citizenship Nil A C or better grade in Stage 1 English or in Business and Enterprise A Related Subjects
10 Credits
Home
Stage 1: Accounting 1/S, Accounting 2
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. Stage 1 Business and Enterprise B comprises the following: Core Topic Business and Enterprise in Practice Option Topics Financial Planning and Management Employment Relations Global Business
Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Practical Issues Study Future Study at NMHS 70% 15% 15% Extended writing tasks, response to stimulus materials, multi-media presentation Assignment and/or oral presentation Investigation written in report format of 1000 words.
Stage 2 Subject: Business and Enterprise
Senior Campus: Ms Sih, Ms Rowe Middle Campus: Ms Forbes
Pathways beyond school: Business, Finance, Commerce, International Business Degrees.
Stage 1 Workplace Practices A

The Business and Enterprise Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Citizenship, Personal Development, Work and Learning. Related Subjects
10 Credits
Home Workplace Practices B
Students should have completed PLP at Year 10 where they have explored possible career pathways and goals. Nil.
Description The main focus of Workplace Practices is to investigate workplace issues, explore career pathways, set career goals and participate in Barista training. The Barista component allows students to develop coffee making skills and knowledge. Students will complete this training in Vibe Coffee Bar, a small caf on the Senior Campus which is used primarily by Workplace Practices students. A major component of the Workplace Practices course is Performance, where students must complete 25-30 hours of vocational learning. This can be in the form of work experience, volunteer work or participation and completion of VET (students cannot use VET units of competency for Workplace Practices if already being used for SACE Credits). This is an important aspect of the course where students develop industry skills and knowledge, explore possible career pathways, engage in the wider community and reflect on their practical learning. Students are required to complete the 25-30 hours during the mid-semester holidays (unless another time is negotiated with school). Workplace Practices A provides students with an introduction to coffee making and the role of a Barista. The Introduction to Barista Folio Task involves both practical and theory based work where students will be required to create a Blog. The Career Planning Folio Task involves students completing career exploration and goal setting tasks. Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types:
Folio Performance Reflection Future Study at NMHS Stage 1 Workplace Practices B Stage 2 Workplace Practices
40% 30% 30%
Blog, Career Investigations, Goal Setting Outline and Resume 25-30 Hours of Vocational Learning, Written/Video/Oral Journal Written/Oral Reflection Contact Teachers Senior Campus: Mr Schutt Pathways beyond school Cafes/ Restaurants Certificate III in Hospitality Industry relating to Vocational Learning
Stage 1 Workplace Practices B

10 Credits
Home
Students should have completed PLP at Year 10 where they have explored possible career pathways and goals. Nil.
Description The main focus of Workplace Practices is to investigate workplace issues, explore career pathways, set career goals and participate in Barista training. Students will complete this training in Vibe Coffee Bar, a small caf on the Senior Campus which is used primarily by Workplace Practices students. A major component of the Workplace Practices course is Performance, where students must complete 2530 hours of vocational learning. This can be in the form of work experience, volunteer work or participation and completion of VET (students cannot use VET units of competency for Workplace Practices if already being used for SACE Credits). This is an important aspect of the course where students develop industry skills and knowledge, explore possible career pathways, engage in the wider community and reflect on their practical learning. Students are required to complete the 25-30 hours during the mid-semester holidays (unless another time is negotiated with school). Workplace Practices B will continue with the Barista component covered in Workplace Practices A (it is not compulsory that students completing this subject have completed Workplace Practices A). The Barista Extension Folio involves students completing a range of practical tasks and creating a Blog. In this unit students will develop a range of skills and knowledge related to coffee making and working in a Caf/Coffee Shop. The Skills Demonstration Folio Task involves creating a How-To-Guide where students are able to develop and apply industry specific skills. Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Performance Reflection Future Study at NMHS Stage 2 Workplace Practices 40% 30% 30% Blog, Research/Investigation, Oral/Video/Written Guide 25-30 Hours of Vocational Learning, Written/Video/Oral Journal Written/Oral Reflection Contact Teachers Senior Campus: Mr Schutt Middle Campus: Ms Rowe Pathways beyond school Cafes/ Restaurants Certificate III in Hospitality Industry relating to Vocational Learning
Stage 2 Accounting
The Business and Enterprise Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Work: Nil A C or better grade in Stage 1 English Related Subjects
20 Credits
Home Stage 2 Economics
Description The study of Accounting gives students opportunities to develop an understanding of the successful management of financial affairs in business, and gain knowledge and practical skills related to accounting processes for organisational and business applications. Students develop a conceptual understanding, which they then apply to practical exercises. They also learn how to interpret financial information and how to convey this information to interested users. Students study the following three sections: Section 1: The Environment of Accounting Section 2: Financial Accounting Section 3: Management Accounting. Additional Costs: Students may choose to purchase the following: Accounting Studies Workbook, approx. $50.00. Accounting Studies Past Exams and Answers approx. $16. Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Skills and Applications Tasks Report External Assessment Contact Teachers Senior Campus: Ms Sih Weighting 50% 20% 30% Theory and practical tests. Written report from financial information provided. Problem questions, short answer and extended response questions.
Stage 2 Information Processing and Publishing

The Business and Enterprise Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning Nil Nil Related Subjects
20 Credits
Home
Stage 2 Information Technology
Description Students of Stage 2 Information Processing and Publishing use the design process in planning and undertaking communications tasks, and consist of two of the focus areas: Desktop Publishing, Electronic Publishing Business Documents, Personal Documents The Practical Skills section focus on using the design process in a variety of applications to complete specified text-based information processing and publishing tasks. The Issues and Understanding sections focus on knowledge and understanding of processes, concepts, procedures, and issues related to computerised processing and publishing tasks. Product and Documentation sections, students complete, for an identified audience, a text-based product that demonstrates understanding and use of the four parts of the design process: investigating, devising, producing, and evaluating. Additional Costs: Nil Assessment Students demonstrate evidence of their learning through the following assessment types: Practical Skills Produce and Documentation Issues Analysis 40% 30% 30% School Assessment, eg newsletters School Assessment, eg. Design brief and final product External Assessment, issues IT, investigation of technology choices
Contact Teachers Senior Campus: Ms Thursby, Ms Rowe
Stage 2 Business and Enterprise

The Business and Enterprise Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, citizenship, learning. Nil A C grade or better in Stage 1 English Related Subjects
20 Credits
Home Stage 2: Accounting
Description Stage 2 Business and Enterprise provides students with the opportunity to undertake a theoretical and/or practical application of business practice. Business and Enterprise focuses on the successful management of business and enterprise issues in personal, business, and social contexts. Students have the opportunity to engage with innovations and ideas, as well as to reflect on current issues in business and enterprise and to make informed decisions. Students are required to engage with the business community in order to gain information for assessment tasks. Business and Enterprise consists of one core topic and two option topics. The core topic is: The Business Environment The two option topics are: People, Business and Work Business, Law and Government Additional Costs: Nil Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Folio Practical Issues Study External Assessment Contact Teachers Senior Campus: Ms Sih, Ms Rowe Weighting 30% 20% 20% 30% Report, tests, assignments Business plan, marketing plan, induction manual Investigation of a current issue of business Report
Stage 2 Workplace Practices

20 Credits
Home
Barista skills and knowledge covered in Stage 1 Workplace Practices (not compulsory). Nil.
Description In Stage 2 Workplace Practices students investigate current workplace issues, develop industry specific skills, reflect on their practical learning and complete vocational learning. Students complete three Folio Tasks, Vocational Learning, two Reflections and an External Investigation. Folio Task 1: (Finding Employment) requires students to find a job vacancy, write a resume and cover letter, complete a mock job interview and write a reflection. Folio Task 2: (Changing Nature of Work) involves students investigating the impact technology has had on the retail industry. Folio Task 3: (Work in Australian Society) involves students completing a session of volunteer work and writing a reflection. A major component of the Workplace Practices course is Performance, where students must complete 50-60 hours of vocational learning. This can be in the form of work experience, volunteer work or participation and completion of VET (students cannot use VET units of competency for Workplace Practices if already being used for SACE Credits). This is an important aspect of the course where students develop industry skills and knowledge, explore possible career pathways, engage in the wider community and reflect on their practical learning. Students are required to complete these hours during the mid-semester holidays (unless another time is negotiated with school). The required 50-60 hours can be completed in two blocks of work placement, at different workplaces. Students may choose to complete 25-30 hours at Vibe Coffee Bar, a small caf on the Senior Campus which is used primarily by Workplace Practices students. Assessment Assessment for Folio, Performance and Reflection are school-based. Investigation is externally graded. Students demonstrate evidence of their learning through the following assessment types: Folio Performance Reflection External Component: Investigation 25% 25% 20% 30% Discussion, Reflection, Resume, Cover Letter, Interview 50-60 Hours of Vocational Learning, Written/Video/Oral Journal Written/Oral Reflection, Discussion Written or Oral Investigation (Practical or Issues)
Contact Teachers Senior Campus: Mr Schutt, Ms Sarantaugas
Stage 1 Community Studies

Cross Disciplinary Curriculum
Focus Capabilities Assumed Knowledge Prerequisite Communication and Citizenship Independent work and learning skills Level 4 or better in a Year 10 Society and Environment Subject Related Subjects
10 Credits
Home
Description Community Studies offers students the opportunity 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. Stage 1 Community Studies can be studied as a 10-credit subject in one or more of the ten areas of study listed below: 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.
Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Contract of work Reflection Future Study at NMHS 75% 25% Development of contract, Folio, Community activity Reflection at all stages of contract and in a written or multimedia format Stage 2 Community Studies
Contact Teachers
Senior Campus: Ms Harvey, Ms Cresp Middle Campus: Ms Andrews
Stage 1 Cross Disciplinary Studies

Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Citizenship, Personal Development & Work Related Subjects
10 Credits
Home
Stage 1 Biology, Stage1 Geography
Students should have an understanding or knowledge of a range of related subjects Sound literacy skills and numeracy skills
Description This subject is built around a learning interest which may involve an investigation that comprises practical and or theoretical challenges.. We undertake a focused study, drawing on more than one discipline which may focus on one particular question. For example it could be based on the Earthwatchers movement where we monitor a parcel of land in the forest of Borneo and alert authorities if any deforestation is or has occurred. This subject uses a variety of technologies, webinars etc. that allows us to communicate with experts and students from around the world. Additional Costs: As this subject examines contemporary issues we use the internet a great deal. Additional costs therefore will include the purchase of internet credit and any excursions or field trips that may occur. Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types which can be between 3 to 4 tasks: Group Project Skills and Applications Tasks Analysis 40% 30% 30% Task: Group Outcome and Individual Report which can be written, oral or presented in multimodal form Task: 1 skill & 1 application task which can be presented in oral, written or multimodal form Task:1000 word document which can be presented in a variety of forms Contact Teachers Senior Campus: Ms Marano
Future Study at NMH Stage 1 Semester 2: Cross Disciplinary Studies Stage 2 Society & Culture Stage 2 Cross Disciplinary
Stage 1 Integrated Learning Sports Studies A & B

Health & Physical Education Curriculum Cross Disciplinary Curriculum
Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Citizenship, Personal development and Work Related Subjects
10 Credits (each)
Home
Students are expected to have an interest in Physical Activity and Sports Performance This course is recommended for students that have completed either the Soccer Specialist course in Year 10 or students who have passed any of the Year 10 PE courses successfully
Description Integrated Learning requires students to apply their knowledge and skills to a real-world task, event, learning opportunity, or context, which leads to a specific purpose, product, or outcome. The subject draws links between aspect s of students lives and their learning and is undertaken by a group of students, or a student or students involved in a community group. Integrated Learning facilitates collaboration and teamwork. Students learn to plan and organise activities, and to develop their understanding of, and empathy with, others. This course is designed for students who have a keen interest in sport, physical activity, coaching and umpiring. Students will negotiate two practical activities, organise and run a small sided tournament, design and implement a coaching program, undertake an entry level officiating course and reflect upon their learning throughout the course. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Practical Group activity Folio and Discussion 60% 20% 20% 1 Field Sport and 1 Court Sport Both will be assessed through a mixture of teacher, self and peer assessment with the guidance of practical skills checklists Student directed sports tournament for the chosen court sport, students will be assessed upon their ability to organise and run the tournament. Students will compile a folio of their learning this will include; class notes, assignments, reflections. At the end of the course students will discuss their learning within small group discussions using the folio of learning as evidence. Contact Teachers Senior Campus: Mr Tripney, Ms Cresp Middle Campus: Mr Allan
Future Study at NMHS Stage 2 Research project Stage 2 Integrated learning
Stage 1 Integrated Learning Student Initiated Learning

10 Credits
Home
Related Communication, Learning, Citizenship Subjects Personal Development, Work The course is designed to meet the needs of students who intend to develop an understanding of themselves as Learners and how to use a range of Research Skills and Methods of Enquiry. The intention is to provide students with an understanding of the research based learning, so they may make informed choices about their Research Project, structure and topic in stage two. Nil
Description Integrated Learning requires students to apply their knowledge and skills to a real-world task, event, learning opportunity, or context, which leads to a specific purpose, product, or outcome. The subject draws links between aspects of students lives and their learning and is undertaken by a group of students, or a student or students involved in a community group. Integrated Learning facilitates collaboration and teamwork. Students learn to plan and organise activities, and to develop their understanding of, and empathy with, others. Students undertake one or more of the five key areas of study. The capabilities form the content of the key areas of study for Integrated Learning. Key Areas of Study: Developing the Capability for Communication Developing the Capability for Citizenship Developing the Capability for Personal Development Developing the Capability for Work Developing the Capability for Learning. The program allows for individual student negotiation of the topics, research, the development of a portfolio, assessment through discussion, and a final outcome. Students engage in the development of a program of learning, a research proposal, the documentation of collaborative learning, a research proposal and the exhibition of their final outcomes. Additional Costs: Nil
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Practical Group activity Folio and Discussion Future Study at NMHS Stage 2 Research Project Stage 2 Integrated learning 50% 20% 30% Presentations in a variety of formats based on research. Exhibitions based on communicating an aspect of the topics Outcome and reflection of course content.
Contact Teachers Senior Campus: Mr Carter, Ms Cresp Middle Campus: Ms Andrews
Stage 1 Personal Learning Plan

Focus Capabilities Assumed Knowledge Prerequisite Communication, Citizenship, Personal Development, Work and Learning This course has no assumed knowledge. Related Subjects
10 Credits
Home
Nil
Description The Personal Learning Plan (PLP) is a compulsory 10-credit subject undertaken at Stage 1. Students must achieve a C grade or better to complete the subject successfully and gain their SACE. The PLP helps students to: plan their personal and learning goals for the future make informed decisions about their personal development, education, and training. Developing goals for the future will engage students in activities such as: selecting subjects, courses, and other learning relevant to pathways through and beyond school investigating possible career choices exploring personal and learning goals. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Reflection Future Study at NMHS Stage 1 Semester 2 subject Research project 60% 40% Practical Investigations and Research Investigations Written report and Oral presentations
Contact Teachers Senior Campus: Ms Cresp Middle Campus: Ms Andrews
Stage 2 Community Studies

Focus Capabilities Assumed Knowledge Prerequisite Communication and Citizenship Nil Satisfactory literacy skills Related Subjects
10 or 20 Credits
Home
Description Community Studies offers students the opportunity 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. This subject will be offered to individual students with identified needs. Additional Costs: Nil Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types School based Assessment External Assessment 70% 30% Contract of work, Folio, Presentation Reflection
Contact Teachers Senior Campus: Mrs Cresp, Ms Harvey
Stage 2 Cross-Disciplinary Studies

Focus Capabilities Assumed Knowledge Prerequisite Learning, Communication, Citizenship, Personal Development and Work. Nil Satisfactory literacy skills Related Subjects
10 or 20 Credits
Home
Description Students undertake a school-developed program around a chosen learning interest that cannot be studied within the one discipline, or within another SACE Board-accredited subject or recognised course. The learning interest is a topic, issue, practical or theoretical challenge that extends over the duration of the program. The content of Stage 2 Cross-disciplinary Studies is built around the learning interest and an understanding of the relevant disciplines and capabilities. Students cover the following phases as part of their program: Defining the learning interest Applying knowledge and skills to develop the learning interest Analysing and reflecting on learning. Additional Costs: possible excursion dependant on topic selected. Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types: Commentary Group project Presentation and discussion External assessment 30% 20% 20% 30% Journal and Reports Practical Investigations and Research Investigations Multimedia or Oral presentations and Formal discussions Two written analytical responses of 60 mins
Contact Teachers Senior Campus: Ms Marano, Ms Cresp
Stage 2 Integrated Learning Sports Studies

Health & Physical Education Curriculum
Cross Disciplinary Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Personal Development, Work and Citizenship Related Subjects
20 Credits
Home
Physical Education, Outdoor Education, Special Interest Football
Students are expected to have a strong interest in Physical Activity and Sports Successful completion of Stage 1 Physical Education or Stage 1 Sports Studies is an advantage but not essential.
Description Integrated Learning requires students to apply their knowledge and skills to a real-world task, event, learning opportunity, or context, which leads to a specific purpose, product, or outcome. The subject draws links between aspects of students lives and their learning and is undertaken by a group of students, or a student or students involved in a community group. Integrated Learning facilitates collaboration and teamwork. Students learn to plan and organise activities, and to develop their understanding of, and empathy with, others. This course is designed for students who have a keen interest in sport and physical activity. Students will negotiate three practical activities to complete throughout the semester, with students background and the teachers expertise and experience being factors of consideration. Each student will be required to complete an individual Negotiated Study on one aspect that affects an athletes performance, ie. fitness programs, nutritional plans. Throughout the year students will compile a journal reflecting on their skills and development as an athlete. In groups students will be required to organise and run a Sports related activity. This could include developing a local schools sports competition in a chosen sport, coaching a school team, working with nearby primary schools in developing a sport. Students cannot choose this subject with Special Interest Football or Physical Education. Additional Costs: Nil
Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types: Practical Group activity Folio and Discussion External assessment 30% 20% 20% 30% Sports specific fitness & skill development Planning & carrying out a coaching clinic in one of the Practical topics covered during the year. Tests, assignment based on sport performance & self reflection activities. Research based assignment related to Sports Performance (Fitness, training and coaching)
Contact Teachers Senior Campus: Mr Tripney, Ms Cresp
Stage 2 Research Project

Cross Disciplinary Curriculum Focus Capabilities Assumed Knowledge Prerequisite Learning, Communication, Citizenship, Personal Development and Work. Related Subjects
10 Credits
Home
Nil
Satisfactory completion of PLP and satisfactory literacy and numeracy skills
Description The Research Project is a compulsory subject of the South Australian Certificate of Education (SACE). Students choose a topic of interest, learn and apply research processes and the knowledge and skills specific to their research topic. They then record their research and evaluate what they have learnt. Students enrol in either Research Project A or B, depending on their intended pathway. These options vary only in how students present the external assessment. Research Project A 150200 word written summary of research project, processes used, and outcome a choice of written, oral, and/or multimodal external assessment 1500 words maximum or 10 minutes maximum if presented orally or multimodally (excluding summary) does not contribute to the Australian Tertiary Admission Rank (ATAR). Research Project B 150200 word written summary of research project, processes used, and outcome a common, written external assessment 1500 words maximum (excluding summary) contributes to the Australian Tertiary Admission Rank (ATAR).
Additional Costs: Nil Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Folio Outcome External assessment - Evaluation Contact Teachers Senior Campus: Ms Cresp 40% 30% 30% Proposal, research development and discussion Product or report 10 min Multimodal (no ATAR Score) or 1500 word essay (ATAR)
Year 8 Language A (English)

English Curriculum MYP Learning Area Selection information Description:
Language A (English) focuses on three interrelated strands: literature, language and literacy. At year 8 students study a range of texts which includes adolescent novels, plays, poetry, media texts including newspapers and film. Students learn to comprehend, respond and interpret these literary and factual texts critically and creatively. Students learn to use the language of literature to discuss and construct texts by understanding literary terms. In the language and literacy strand students develop their knowledge of the English language and how it works. Students gain greater knowledge in how to construct and deconstruct a variety of imaginative, factual and visual texts by understanding the unique features of each. Students further their knowledge of vocabulary, punctuation, sentence structures, parts of speech, dialogue punctuation and other formalities of the English language. Students will engage in a variety of learning experiences which will include oral work where prepared speeches, group and class discussion and readings, interviews and performances will feature text composition learning and using a variety of text types including diary and journal writing, blogs, news reports, advertisements and brochures, narrative, exposition, creative personal recount, play scene scripts, person and place description and poetry response to texts focusing on summary writing, researching authors, examining theme & character, justifying personal opinion, and identifying literary techniques in film, novels and poetry language study vocabulary building, punctuation, sentence structures: simple, compound and complex, parts of speech, dialogue punctuation and other formalities of the English language.
Home Language A English is a full year subject in year 8 Related Subjects ESL is offered as an alternative for eligible students
Additional cost: There may be excursions with associated costs. Assessment Assessment is against the IBMYP Criteria Content Criterion A Organisation Criterion B Style and language mechanics Criterion C Future Study at NMHS English to year 12 Contact Teachers Ms Forbes
Maximum 10 Maximum 10 Maximum 10
Year 9 Language A (English)

English Curriculum MYP Learning Area Selection information Description: Year 9 Language A builds on the work done in year 8. A wide and increasingly more challenging range of texts and activities will be encountered with both classic and contemporary selections. Media study will include magazines and film. Students will gain an understanding and aesthetic appreciation of how literary and media texts are composed to create constructed and deliberate effects on an audience. To develop and practise skills students will engage in a range of learning activities including: oral work where students will prepare multimodal presentations which are well researched and polished in delivery text composition in which students will use a variety of literary forms to write extended narratives, magazine feature articles, expositions, discussions and poems text response where students will construct character profiles and motivation analyses, write literary essays, engage in creative interpretations of literary texts language study in which students will further understand how to use quotation in their writing, use thesaurus to extend vocabulary, formal and informal language, passive and active voice, Greek and Latin roots of vocabulary, clichs, identify bias, critical evaluation of sources Additional Costs: There may be excursions and projects with associated costs Assessment Assessment is against the IBMYP Criteria Content Criterion A Organisation Criterion B Style and language mechanics Criterion C Language A English is a full year subject in year 9 Related Subjects Home ESL is offered as an alternative for eligible students
Future Study at NMHS English to year 12
Contact Teachers Middle Campus: Ms Alexia Forbes
Pathways beyond school University, TAFE & traineeships in a variety of fields
Year 10 English
English Curriculum MYP Learning Area Selection information Description: The year 10 Language A (English) course will build upon the skills and knowledge gained in years eight and nine. Students will participate in a range of literature and language based experiences that aim to develop their understanding, skill and appreciation in this learning area, and to prepare them for Stage 1 English. Students will read and respond creatively and analytically to a number of shared texts from a variety of cultures and different historical periods. These will include novels, film, short stories, poetry and a Shakespearean play, as well as media texts. Students will also read and respond to texts that they choose themselves. The course is designed to develop students critical thinking, creativity and understanding of others and therefore of themse lves. The subject aims to extend students abilities in English so that they can achieve success across all parts of the school curriculum and beyond the classroom. Language A English is a full year subject in year 10 Related Subjects Home ESL is offered as an alternative for eligible students
Additional Cost: there may be excursions and projects with associated costs Assessment Assessment is against the IBMYP Criteria Content Criterion A Organisation Criterion B Style and language mechanics Criterion C
Future Study at NMHS English to year 12
Pathways beyond school University, TAFE, traineeships in a variety of fields
Stage 1 English
English Curriculum
20 Credits
Home
Focus Capabilities Assumed Knowledge Prerequisite Description
Communication, citizenship, personal development, work and learning. Basic literacy skills
Related Subjects
Stage 1 English Pathways
Students should achieve a C grade or higher at Year 10 English in order to achieve success in Stage 1 English
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, students read, view, write and compose, listen and speak, and use information and communication technologies in appropriate ways for different purposes. *English focuses on literature and producing personal texts while English Pathways has a stronger focus on developing effective personal communication.
Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: 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. Students provide evidence of the extent and quality of their learning in producing texts in written, oral or multimodal form. Students undertake an independently focussed area of study
Contact Teachers Senior Campus: Ms. Sih Middle Campus: Ms. Forbes
Text Analysis Text Production Extended Study

Future Study at NMHS Stage 2 English Communications Stage 2 English Studies
40% 30% 30%

English Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Citizenship, Personal development, Work and learning. Basic literacy skills Completion of Year 10 English Related Subjects
20 Credits
Home Stage 1 English
Description The study of English provides students with a focus for informed and effective participation in education, training, the workplace and their personal environment. Stage 1 English Pathways provides the opportunity for teachers and schools to develop programs that suit the local needs of students. Students read, listen, speak, respond to and compose texts, to establish and maintain connections with familiar and unfamiliar texts. It articulates with the Stage 2 English Pathways subject. *English focuses on literature and producing personal texts while English Pathways has a stronger focus on developing effective personal communication. Stage 1 English Pathways allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in this subject meet the compulsory 20-credit literacy requirement. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: 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. Students learn that texts and language are situated in social and cultural environments and the ways in which the study of texts supports them to establish and maintain community connections. Students explore a range of text types for a range of purposes and audiences, and compose their own texts. They learn to recognise the linguistic codes and conventions of different text types, and use these to compose their own texts. Contact Teachers Senior Campus: Ms. Sih Middle Campus: Ms. Forbes
Text Analysis
20%
Producing Texts
20%
Future Study at NMHS Stage 2 English Pathways
Stage 1 Literacy for Work and Community Life

English Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, citizenship, personal development, work, and learning. Students have studied year 10 English Nil Related Subjects
10 Credits
Home
Description Literacy for Work and Community Life enables students to build their knowledge of the English language, and expand their literacy skills. This subject is intended for those students who, through their Personal Learning Plans, have identified literacy skills as an area for development. Literacy for Work and Community Life engages students in the study of everyday written, spoken, visual, and multimedia texts. Students learn to analyse and understand the meanings, structures, purposes, and audiences of these texts, and build the knowledge and skills to produce their own texts. The study of Literacy for Work and Community Life also enables students to develop the spoken and written language skills to interact effectively with others, in their learning, work, and community life. This subject provides opportunities for students to meet the SACE literacy requirement, and to gain additional literacy support for their studies and future pathways. Students who gain a C grade or better in this subject can count the credits towards the literacy requirement of the SACE. Additional Costs: Nil Assessment Students demonstrate evidence of their learning through the following assessment types: Text Analysis Text Production 40% 60% Analysis everyday texts include web articles, pamphlets and visual text. Production include letters to the editor and instructional text.
Contact Teachers Senior Campus: Ms Sih
Stage 1 ESL
English Curriculum
Focus Capabilities Assumed Knowledge Prerequisite Communication, Personal Development Related Subjects
20 Credits
Home
Stage 1Literacy for Work and Community, Stage 1 English
SACE Eligibility criteria must be met.
Description This course is designed for students who speak English as an additional language. This subject helps students develop competence in making choices that are appropriate within a range of texts and contexts. It is offered as a 20 credit course for one year. Students who complete 20-credits of Stage 1 or Stage 2 English as a Second Language with a C grade or better will meet the literacy requirement of the SACE. If necessary, in order to complete SACE requirements students can undertake a 10 credit course of Stage 1 ESL. Stage 1 English as a Second Language is based on responding to, and composing, oral and written texts in a range of text types and situations. Students develop an understanding of how texts are constructed in different contexts for specific purposes and audiences, and of how language choice operates in different texts. Texts studied range from the everyday and familiar to the more academic, depending on the skills, aspirations, and interests of students. Students are supported through explicit modelling and construction of texts. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Text Production Language Application Future Study at NMHS Stage 2 ESL Stage 2 ESL Studies 50% 50% 2 Oral tasks and 2 Written tasks 2 Oral tasks and 2 Written tasks
Contact Teachers Senior Campus: Mr Cawthorne Middle Campus: Mr Cawthorne
Stage 1 ESL Literacy for Work and Community Life

English Curriculum
Focus Capabilities Assumed Knowledge Prerequisite Communication, Personal Development, Learning. Related Subjects Stage 1 ESL
10 Credits
Home
Less than 5 years of study with English as the language of instruction.
Description This course is designed for students who would benefit from extra English tuition in order to be able to meet the demands of SACE study more effectively. It is offered to students for whom English is an additional language and who have had less than five years of study with English as the language of instruction. This subject provides an additional opportunity for students to meet the SACE literacy requirement. Students who gain a C grade or better in this subject can count the credits towards the literacy requirement of the SACE. Please discuss enrolment in this subject with a member of the ESL faculty prior to proceeding. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Text Production Text Analysis Contact Teacher Senior Campus: Mr Cawthorne 75% 25% 1 Written Task (500 words). 2 Oral Tasks (each 4 mins). 1 Written Task (750 words)
Stage 2 English Studies

English Curriculum
Focus Capabilities Assumed Knowledge Prerequisite Communication, citizenship, personal development, work, and learning Students should have good literacy skills A or B grade in 20 credit English at Stage 1 Related Subjects
20 Credits
Home
Stage 2 : English Communications
Description English focuses on the development of English skills, strategies, knowledge and understandings, for a variety of purposes. In English Studies students read a range of extended texts and a number of shorter texts. They read texts analytically from a range of contexts, including those from the past, contemporary texts, and those from everyday experience. Students focus on the skills and strategies of critical thinking needed to interpret texts. Through a shared and individual study of texts, they have opportunities to exchange and develop ideas, find evidence to support a personal view, and learn to construct logical and convincing arguments. Additional Costs: Nil Assessment Students demonstrate evidence of their learning through the following assessment types: Shared Studies Individual Study Text Production External Assessment 30% 20% 20% 30% Written text response (1,000 words) Written response to individually chosen text (2,000 words) Creative written and aural tasks (1,000 words) Examination
Contact Teachers Senior Campus: Ms. Sih
Stage 2 English Communications

English Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Citizenship, Learning, Related Personal Development. Subjects
20 Credits
Home
Stage 2 English Studies
Students should have competent literacy skills due to the language requirements. A C grade or better in Stage 1 English and a recommendation from the English faculty.
Description English Communications focuses on the development of English skills, and in particular the communication process. Students learn to recognise the conventions of different text types and contexts. They consider the role of language in communications between individuals, groups and organisations. By reading, writing, viewing, listening and speaking, and through the use of information and communication technologies, students develop literacy skills in a broad range of contexts. Students who gain a C grade or better in this subject can count the credits towards the literacy requirement of the SACE. Additional Costs: Nil Assessment: Text Analysis Text Production Communication Study External Assessment Contact Teachers Senior Campus: Ms Sih 20% 20% 30% 30% Novel, Film, Drama, Poetry, aural and written responses. Exposition, Recount, Narrative and one under supervision Comparison of two examples of communication from the mass media Response to an example of communication, text production with a writers statement

English Curriculum
Focus Capabilities Assumed Knowledge Prerequisite Communication, citizenship, personal development, work and learning. Basic literacy skills A C grade or better at Stage 1 English Pathways Related Subjects
20 Credits
Home
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 2 English Pathways, students read, view, write and compose, listen and speak, and use information and communication technologies in appropriate ways for different purposes. Additional Costs: Nil Assessment Assessment at Stage 2 is 70% school based and 30% external assessment. Student work is also externally moderated. Students demonstrate evidence of their learning through the following assessment types: 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. Students provide evidence of the extent and quality of their learning in producing texts in written, aural or multimodal form. Students provide evidence of the extent and quality of their learning by undertaking an independent study. The primary focus of the study is the use of language by a group or people in a chosen context, which may be local or virtual, and have national and global connections. There is flexibility in the choice of a focus for the language study.
Text Analysis Text Production
30% 40%
Language Study
30%
Contact Teachers Senior Campus: Ms Sih
Stage 2 ESL Studies

English Curriculum
Focus Capabilities Assumed Knowledge Prerequisite Communication, Personal Development, Learning Stage 1 ESL or Stage 1 English Related Subjects
20 Credits
Home
A C grade at Stage 1 ESL is recommended as the minimum level of competence required to undertake this course.
Description This course aims to further develop the students communicative competence in spoken and written English for social and academic purposes. There is an emphasis on preparation for tertiary study. Students critically examine and analyse issues and arguments in a range of increasingly technical texts including fiction and non-fiction, spoken and written and multi modal texts. Students will produce coherent and cohesive fictional and non-fictional texts in response to issues in texts that they have read and viewed or listened to. They will write formal essays and produce a variety of letters, ranging from formal to informal. Students learn to write technically and objectively and to respond creatively to written and visual texts. Students will select an investigation topic, formulate an investigation question or hypothesis and conduct their investigation. Students will develop time management skills, study skills and academic writing skills. They will develop oral language skills, including how to explain points clearly, substantiate arguments, and present their opinions on their investigation with authority. They will learn to maintain an appropriate tenor for their tutorial and to enhance their talks through the use of various visual resources. Additional Costs: Nil Assessment Students demonstrate evidence of their learning through the following assessment types: Analysis Production Investigation External Examination Contact Teacher 20% 20% 30% Interactive discussion with teacher. Written report from analysis of issue (400 words). Formal essay (800 words) and written creative response to text (400 words).
Written research report (1400 words). Oral tutorial presentation (10mins). Three hours - Listening comprehension and written paper consisting of essay and formal 30% letter. Senior Campus: Mr Cawthorne
Stage 2 ESL
English Curriculum
Focus Capabilities Assumed Knowledge Prerequisite Communication, Personal Development Related Subjects
20 Credits
Home
Stage 2 : ESL Studies, English Communication
Stage 1 English
SACE Eligibility criteria must be met.
Description This subject aims to further develop the students communicative competence in spoken and written En glish for a variety of purposes, including career goals, post-secondary study and work. It develops the students ability to communicate proficiently in everyday and academic English. In this subject, students continue to build on existing linguistic skills as they develop their English language competence in a range of increasingly formal contexts. This subject consists of the following areas of study: Additional Costs: Nil Assessment Students demonstrate evidence of their learning through the following assessment types: Students explore the language used in situations beyond the classroom and the relationship between purpose, text organisation, and audience. Through completing the study, students come to understand the characteristics of different categories of communication. Students will develop a personal and critical understanding of a range of issues and texts, both fictional and non-fictional. They will learn to write creatively, critically and analytically. They will develop their ability to convey and explain their point of view, and substantiate their arguments. Students move beyond the classroom to interview an individual. The focus of the interview is an interesting aspect of someones life or career, a social issue or an area of personal interest. Students will learn the skills of report writing and will further develop skills in speaking to an audience in a formal context. Students negotiate an appropriate topic to investigate and develop their research presentation skills. Students learn the conventions of writing a bibliography and of the structure and language features of a formal oral presentation.
Communication
20%
Text Production
30%
Language application
20%
4 Investigative Study
30%
Contact Teachers Senior Campus: Mr Cawthorne
Year 8 Health & Physical Education

Health & Physical Education Curriculum MYP Learning Area Selection information Yr 8 Health and Physical Education Related Subjects Home
Students complete one full year in this subject
Description: The fundamental aim of Physical Education is to provide for involvement in physical activity in a way which promotes immediate and long term health benefits to the participant. The fundamental aim of the Health program is to provide students with the knowledge and skills to make the right decision with regard to personal health and the choices they face. The program focuses on harm minimisation involving a range of approaches to prevent and reduce student harm. Students will learn: To appreciate and understand the value of physical activity and its relationship to a healthy active lifestyle To work to their optimal level of fitness To develop the major skills necessary to participate successfully in a variety of physical activities. To experience enjoyment and satisfaction through physical activity. To develop social skills and demonstrate the importance of teamwork and cooperation in group activities. To demonstrate knowledge and understanding in a variety of physical activities and evaluate their own and others performance. To identify and participate in group activities which promote self confidence and cooperation To critically assess and develop effective strategies and behaviours to promote safety To critically analyse the immediate, short and long-term consequences and the inter-relationship of behaviours that affect the health of communities. Additional Cost: Nil Assessment Assessment is against the IBMYP Health & Physical Education Criteria Knowledge and Understanding Criterion A Movement Composition Criterion B Performance Criterion C Social engagement and interaction Criterion D
Future Study at NMHS Yr 9 HPE
Contact Teachers Middle Campus: Mr Allan
Year 8 Special Interest Football (Soccer)

Health & Physical Education Curriculum MYP Learning Area Selection information Year 8 Special Interest Football Related Subjects Home
Students complete 1 full year in this subject
Students nominating for inclusion in the program will go through a selection process that will identify their current skills, goals and aspirations. The criteria for selection include demonstrating a high level of ability/performance, high level of coach-ability, positive sporting attitude, and a history of a high standard of behaviour, attendance and social skills. The program aims to provide students with the skills and knowledge to progress to Year 9 Special Interest Football. The program is designed to ensure the IBMYP Physical Education program requirements are fulfilled. Students will participate in a range of topics including: Camp Playing Systems Technique and Tactics Game Sense Futsal Movement Composition Dance Cross Training; Netball Students will need to make themselves available for participation in school teams part of their program work including compulsory involvement in Saturday morning competition. Additional Cost: $150 Camp (approximate cost only) $100 Uniform (approximate cost only) Equipment $50
Assessment Assessment is against the IBMYP Health & Physical Education Criteria Knowledge and Understanding Criterion A Movement Composition Criterion B Performance Criterion C Social engagement and interaction Criterion D Future Study at NMHS Yr 9 Special Interest Football Contact Teachers Middle Campus: Mr Tsiounis
Year 9 Health and Physical Education

Health & Physical Education Curriculum MYP Learning Area Selection information Year 9 Health and Physical Education Related Subjects Home
Students must complete one semester in this subject
Health & Physical Education Handball Movement Composition - Dance Badminton Australias National Sports Health Component:Developing skills in self confidence and decision making Relationships and sexuality. Male and female reproductive systems. Sexually transmitted diseases. Safe sex practices including the importance of saying no, contraception. Additional Costs - Nil Assessment Assessment is against the IBMYP Health & Physical Education Criteria Knowledge and Understanding Criterion A Movement Composition Criterion B Performance Criterion C Social engagement and interaction Criterion D Future Study at NMHS Yr 10 Performance PE & Yr 10 Activities and Lifestyles Contact Teachers Middle Campus: Mr Allan
Year 9 Soccer
Health & Physical Education Curriculum MYP Learning Area Selection information Year 9 Special Interest Football Related Subjects Home
Students complete one full year in this subject
Description The program aims to provide students with the skills and knowledge to progress to Year 10 Special Interest Football. The program is designed to ensure the IBMYP Physical Education program requirements are fulfilled. Students will need to make themselves available for participation in school teams part of their program work including compulsory involvement in Saturday morning competition. The program aims to provide the opportunity to increase the skills and knowledge relating to the game of football to a high level and to develop a pathway to future employment and/or participation in the sport of football. Students will participate in a range of topics including: Camp Playing Systems 1 Technique and Tactics 1 Game Sense 1 Futsal 1 Movement Composition Gymnastics Cross Training; Badminton Health - Developing skills in self confidence and decision making - Relationships and sexuality. - Male and female reproductive systems. - Sexually transmitted diseases. - Safe sex practices including the importance of saying no, contraception First Aid Course
Additional Costs (approximate cost only) Camp $150, Uniform $100, First Aid $40, Equipment $50. Assessment Assessment is against the IBMYP Health & Physical Education Criteria Knowledge and Understanding Criterion A Movement Composition Criterion B Performance Criterion C Social engagement and interaction Criterion D Future Study at NMHS Yr 10 Special Interest Football Contact Teachers Middle Campus: Mr Tsiounis
Year 9 Outdoor Education

Health & Physical Education Curriculum MYP Learning Area Selection information Year 9 Outdoor Education Related Subjects Home
Students can select one semester in this subject
Description This course focuses on the interrelationship of human beings and the natural environment developing an awareness of environmental issues through observation and evaluation. By participating in a camp and field trips, students are able to develop knowledge and skills while reflecting on their personal, group, and social development. This community focused, criteria based assessment unit offers students the opportunity to: Demonstrate skills and knowledge in Indoor Rock Climbing (Introduction), Navigation and First Aid in the bush. Complete a three day camp at Kuitpo with bushwalking, bike riding and high ropes. Develop an awareness of potential hazards and risks in the outdoors and take necessary precautions. This is achieved by completing a series of hands on risk assessment tasks that culminates with a High Ropes Course at end of camp at Kuitpo. Learn about aspects of the natural environment through an intensive Environmental Studies unit that culminates with a steep terrain hike over the summits of Black Hill and Morialta. Demonstrate positive attitudes and behaviour towards the natural environment and its conservation. They will develop and apply these skills throughout the program where a minimal impact approach toward the environment will be delivered. Demonstrate a sense of responsibility towards other people, and be aware of the need for group members to rely on each other in the outdoors. Be familiar with appropriate equipment as well as techniques for the safe use, care and maintenance of tents, cooking stoves, compasses, climbing gears and aquatic craft. Additional Costs: Students who choose this subject must be prepared to participate in the practical application of the skills learnt in the course. The cost for the practical components of the course is estimated at $180.00 to cover instructors, transport, accommodation and equipment used during this unit of work.
Assessment Assessment is against the IBMYP Health & Physical Education Criteria Knowledge and Understanding Criterion A Movement Composition Criterion B Performance Criterion C Social engagement and interaction Criterion D Future Study at NMHS Yr 10 Outdoor Education Contact Teachers Middle Campus: Mrs Mudie
Year 10 Performance PE
Health & Physical Education Curriculum MYP Learning Area Selection information Yr 10 Performance PE Home Yr 10 Activity & Lifestyles PE Related Yr 10 Activity & Lifestyles for Girls (girls only) Subjects Students must choose 1 Semester unit. If students choose 2 PE units, one must be Performance PE.
Description Students considering Stage 1 & 2 studies of PE must complete a Semester unit in this course with a minimum pass of 5 or greater. In this unit students will develop an understanding of body systems and develop a range of skills to a higher level of proficiency. This includes a study of body systems and their relationship to human movement and performance (skeletal/ muscular/ cardio-respiratory and energy systems). Fitness and training principles will be examined and applied to selected practical situations based upon student/class interest. Students will participate in four practical topics: Movement Composition Team Sport Unit. Two sports will be selected from Touch, Handball Netball or Softball Individual Sport Unit: Badminton or Squash Students will work on developing practical skills and technical proficiency in these activities and engage in related activities to apply the processes and principles that affect their performance. They will also examine the interrelationship between these fitness principles and the short and long term health for both individuals and the community. Additional Costs - This course may require usage of local community facilities and other agencies and incur a financial cost of approximately $40. Assessment Assessment is against the IBMYP Health & Physical Education Criteria Knowledge and Understanding Criterion A Movement Composition Criterion B Performance Criterion C Social engagement and interaction Criterion D
Yr 10 Activity & Lifestyles for Girls

MYP Learning Area Selection information Yr 10 Activity & Lifestyles for Girls (girls only) Related Subjects Yr 10 Activity & Lifestyles PE Yr 10 Performance PE Home
Students must choose 1 Semester unit. If students choose 2 PE units, one must be Performance PE.
Description Both of the Activity and Lifestyle courses cover the same topics. They provide students with a variety of physical activities to encourage: an awareness of the benefits and value of being physically fit throughout life. skills to develop personal plans for fitness programmes. an awareness of the facilities relating to physical activity available in the local community. students to be regularly physically active. The Course will cover the following Topics: Minor & Social Games /Activities Team or Individual sport (which may include a community linked activity) Lifestyle & Healthy Living Unit (which may include a community linked activity) Movement Composition Lawn Bowls Snooker/billiards Squash Fitness Centre Activities
The following activities may be selected within the above units Archery Weights Golf Indoor soccer/cricket
Students will identify and evaluate healthy concepts through self awareness and interaction with people in the community. Additional Costs This course may require usage of local community facilities and other agencies and incur a financial cost of approximately $45.
Assessment Assessment is against the IBMYP Health & Physical Education Criteria Knowledge and Understanding Criterion A Movement Composition Criterion B Performance Criterion C Social engagement and interaction Criterion D Future Study at NMHS Stage 1 Health, Sports Studies, Child Studies Contact Teachers Middle Campus: Mr Allan
Yr 10 Activity & Lifestyles

MYP Learning Area Selection information Yr 10 Activity & Lifestyles PE Related Subjects Yr 10 Activity & Lifestyles for Girls (girls only) Yr 10 Performance PE Home
Students must choose 1 Semester unit. If students choose 2 PE units, one must be Performance PE.
Description Both of the Activity and Lifestyle courses cover the same topics. They provide students with a variety of physical activities to encourage: an awareness of the benefits and value of being physically fit throughout life. skills to develop personal plans for fitness programmes. an awareness of the facilities relating to physical activity available in the local community. students to be regularly physically active. The Course will cover the following Topics: Minor & Social Games /Activities Team or Individual sport (which may include a community linked activity) Lifestyle & Healthy Living Unit (which may include a community linked activity) Movement Composition The following activities may be selected within the above units Archery Weights Golf Indoor soccer/cricket Lawn Bowls Snooker/billiards Squash Fitness Centre Activities
Students will identify and evaluate healthy concepts through self awareness and interaction with people in the community. Additional Costs: This course may require usage of local community facilities and other agencies and incur a financial cost of approximately $45.
Assessment Assessment is against the IBMYP Health & Physical Education Criteria Knowledge and Understanding Criterion A Movement Composition Criterion B Performance Criterion C Social engagement and interaction Criterion D Future Study at NMHS Stage 1 Health, Sports Studies, Child Studies Contact Teachers Middle Campus: Mr Allan
Yr 10 Special Interest Football (Soccer)

Cross Disciplinary Curriculum Health & Physical Education Curriculum
MYP Learning Area Selection information Home
Related Year 10 Performance PE Year 10 Special Interest Football Subjects Students must choose a full year in this subject. Criteria for selection: Demonstrated high level of ability / performance, high level of coach ability, positive sporting attitude, a history of a high standard of behaviour, attendance and social skills.
Description The program aims to provide students with the skills and knowledge to progress to Stage 1 Special Interest Football. The program is designed to ensure the IBMYP Physical Education program requirements are fulfilled. Students undertaking the program will complete two semesters from the Health and Physical Education curriculum area. The program aims to provide the opportunity to increase the skills and knowledge relating to the game of football to a high level and to develop a pathway to future employment and/or participation in the sport of football. Students will participate in a range of topics including: Camp Movement Composition Playing Systems 2 Cross Training; European Handball Technique and Tactics 2 Referee Course Game Sense 2 Coaching Course Futsal 2 Students will need to make themselves available for participation in school teams part of their program work including compulsory involvement in Saturday morning competition. Additional Approximate Costs Camp $150, Uniform $100, equipment $50, Referee & Coaching Course TBA, Equipment $20. Assessment Assessment is against the IBMYP Health & Physical Education Criteria Knowledge and Understanding Criterion A Movement Composition Criterion B Performance Criterion C Social engagement and interaction Criterion D
Future Study at NMHS Stage 1 Sports Studies Soccer Focus, PE Contact Teachers Middle Campus: Mr Tsiounis
Yr 10 Outdoor Education
MYP Learning Area Selection information Yr 10 Outdoor Education Related Subjects Home
Students can choose a one Semester unit in this subject
Description Year 10 Outdoor & Environmental Education is a study of the natural environment, developing an awareness of environmental issues through observation and evaluation. By participating in a camp and field trips, students are able to develop knowledge and skills while reflecting on their personal, group, and social development. Outdoor & Environmental Education offers students the chance to be involved in a wide range of outdoor adventure activities that may include: Rock Climbing Mountain Bike Riding Lightweight Canoe Lightweight Bushwalking Kayak Camp Murray River The emphasis is on team skills and the development of self-confidence, through achievement in the face of challenge and sometimes adversity. Specific skills are taught within the framework of each activity, enabling students to be independent participants in those activities for life. Experiences in navigation, First Aid, camp planning and steep terrain hiking foster learning by doing and develop a focus on positive lifestyle choices and a respect for environmental conservation.
Additional Costs: Students who choose this subject must participate in the practical application of the skills learnt in the course. The cost for the practical components of the course is estimated at $250.00 to cover instructors, transport, accommodation and equipment used during this unit of work.
Assessment Assessment is against the IBMYP Health & Physical Education Criteria Knowledge and Understanding Criterion A Criterion B Performance Criterion C Social engagement and interaction Criterion D Future Study at NMHS Stage 1 Outdoor Education Contact Teachers Middle Campus: Mrs Mudie
Stage 1 Physical Education A

Focus Capabilities Assumed Knowledge Prerequisite Personal Development, Communication, Learning Related Subjects
10 Credits
Home Stage 1 Physical Education B
Yr 10 Performance Physical Education or Equivalent A Level 5 in Performance PE
Description In Physical Education A students will select two sports that they will undertake and extended training and development program for. In selecting these sports students will need to consider the development of skills and techniques required for Stage 2 Physical Education and meet the selection criteria (one indoor, one outdoor, one team based and one individual). Students will also look at two theoretical units within the course; Body In Action (Anatomy and Physiology) and Sports Injuries. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Assessment of the practical components of Physical Education is completed via the use of practical assessment checklists and observation Sport A = 30% Sport B = 30% Students will compile a folio of their learning that will include o Class notes o Assignments o Power Point Presentations o Discussions
Practical
60%
Folio
40%
Future Study at NMHS Stage 1 Physical Education B Stage 2 Physical Education
Contact Teachers Senior Campus: Mr Tripney, Mr Allan Middle Campus: Mr Allan
Stage 1 Physical Education B

Focus Capabilities Assumed Knowledge Prerequisite Personal Development, Communication, Learning Related Subjects
10 Credits
Home
Yr 10 Performance Physical Education or Equivalent A Level 5 in Performance PE
Description In Physical Education B students will select 2 sports that they will undertake and extended training and development program for. In selecting these sports students will need to consider the development of skills and techniques required for Stage 2 Physical Education and meet the selection criteria (1 indoor, 1 outdoor, 1 team based and 1 individual). Students will also look at 2 theoretical units within the course; Body In Action (Training & Performance) and Sports Nutrition. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Assessment of the practical components of Physical Education is completed via the use of practical assessment checklists and observation Sport A = 30% Sport B = 30% Students will compile a folio of their learning that will include o Class notes o Assignments o Power Point Presentations o Discussions
Practical
60%
Folio
40%
Future Study at NMHS Stage 1 Physical Education B Stage 2 Physical Education
Contact Teachers Senior Campus: Mr Tripney, Mr Allan Middle Campus: Mr Allan
Stage 1 Health A or B
Communication, Learning, Citizenship
10 Credits
Home Stage 1 Physical Education, Stage 1 Nutrition Stage 1 Integrated Learning Sports Studies
Personal Development, Work
Related Subjects
General interest in health issues and satisfactory literacy and numeracy skills A Level 4 in Health & Personal Development classes
Description Students recognise the various factors that shape the behaviour and attitudes of individuals and groups in relation to healthy living, and caring for themselves and the environment. Students develop skills to consider how changing social structures, community values, environmental issues, and new technologies affect the health and well-being of individuals and communities. The courses are designed to suit the needs of the group and aspects of topics are negotiated. Content For a 10-credit subject, students complete the study of: at least one core concept one option study Core Concepts Core Concept 1: Ways of Defining Health Core Concept 2: Health Literacy Option Studies Option Study 1: Health and Participation in an Active Lifestyle Option Study 2: The Effects of Alcohol, Tobacco, and Other Drugs on Health Option Study 3: Health and the Environment Option Study 4: Contemporary Health Priorities in Australia Option Study 5: Health and Relationships Option Study 6: Mental and Emotional Health Option Study 7: Growing up Healthy Additional Costs: Nil
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Issues investigation Group activity Investigations Future Study at NMHS Stage 2 Health 25% 25% 50% Research Investigations Oral presentations of a health promoting activity Two multimodal assignments tasks
Contact Teachers Senior Campus: Mr Allan, Mr Tsiounis, Mrs Cresp Middle Campus: Mr Allan, Mr Tsiounis
Stage 1 Integrated Studies: Special Interest Football 1

Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning. Related Subjects
10 Credits
Home
High level of ability, knowledge and understanding of Football. A Level 4 in Health & Personal Development classes
Description Integrated Studies (Special Interest Football) Program aims to provide interested and talented Football students with the opportunity to pursue their interest, to develop skills and an in-depth understanding of the requirements of football at the elite level. This course aims to provide students with a comprehensive understanding of Football through practical modules including Football and Futsal with a focus on Game Sense and Techniques and Tactics. Furthermore, the course will provide opportunity for completion of the Junior Coaching Licence through a program run by the Football Federation of South Australia. The Group Activity will be based upon the 2nd practical Futsal, with students undertaking a Coaching unit. The Folio assessment of the course will be based upon the theoretical topics of Coaching Principles with students presenting evidence of their learning from these units of work. Additional Costs: Uniform approximately $100, equipment $50, Coaching License TBA Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Practical Group Task Folio Future Study at NMHS Stage 1 Special Interest Football B Stage 2 Special Interest Football 60% 20% 20% Futsal Football (Wednesday SAAS competition) Coaching Coaching Principles Task, Self Evaluation, Coaching Reflection and Small Group Discussions Contact Teachers Senior Campus: Mr Tsiounis Middle Campus: Mr Tsiounis

10 Credits
Home
High level of ability, knowledge and understanding of Football. Enrolment in Special Interest Football 1
Description Integrated Studies (Special Interest Football) Program aims to provide interested and talented Football students with the opportunity to pursue their interest, to develop skills and an in-depth understanding of the requirements of football at the elite level. This course aims to provide students with a comprehensive understanding of Football through practical modules including Football and Futsal with a focus on Playing Systems. Furthermore, the course will provide opportunity for completion of the Referee Licence through a program run by the Football Federation of South Australia. The Group Activity will be based upon the second practical Futsal, with students undertaking a Coaching unit. The Folio assessment of the course will be based upon the theoretical topics of Skill Acquisition with students presenting evidence of their learning from these units of work. Additional Costs: Uniform approximately $100, equipment $50, Coaching License TBA Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Practical Group Task Folio 60% 20% 20% Futsal Football 1 (Wednesday SAAS competition) Coaching Coaching Principles Task, Self Evaluation, Coaching Reflection and Small Group Discussions
Stage 1 Outdoor Education A

Focus Capabilities Assumed Knowledge Prerequisite Personal Development, Communication, Citizenship Related Subjects
10 Credits
Home Stage 1 Outdoor Education B
Students require an interest in the outdoors and natural environment. Nil
Description In Outdoor Education students gain an understanding of ecology, environmental sustainability, cultural perspectives, and physical and emotional health through participating in outdoor activities. Students reflect on environmental practices and are introduced to employment options in outdoor and environmental fields. All students are required to attend the 6 day camp program as a compulsory part of this course, they will also be required to attend practical training sessions that utilise the Tuesday and Thursday afternoon flexible delivery times. 6-day Innes National Park Camp 3-days surfing 3-days cycle touring 3 day training sessions Additional Costs: $350 Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: All assessment for this assessment type is conducted during the 6 day Innes National Park camp. o 30% surfing (3 days) o 30% cycling (3 days) Students will compile a folio of their learning that will include o Class notes o Assignment o Power Point Presentations o Discussions Students will compile a reflective journal upon their experiences during the 6 Day Innes National Park camp.
Practical
60%
Folio
20%
Journal Future Study at NMHS Stage 1 Outdoor Education B Stage 2 Outdoor Education
20%
Contact Teachers Senior Campus: Mr Tripney Middle Campus: Mrs Mudie
Stage 1 Outdoor Education B

10 Credits
Home
Students require an interest in the outdoors and natural environment. Nil
Description In Outdoor Education students gain an understanding of ecology, environmental sustainability, cultural perspectives, and physical and emotional health through participating in outdoor activities. Students reflect on environmental practices and are introduced to employment options in outdoor and environmental fields. All students are required to attend the 6 day camp program as a compulsory part of this course; they will also be required to attend practical training sessions that utilise the Tuesday and Thursday afternoon flexible delivery times. 6-day Grampians National Park Camp 3-days bushwalking 3-days rock climbing 3 day training sessions Additional Costs: $350 Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: All assessment for this assessment type is conducted during the 6 day Grampians National Park camp. o 30% bushwalking (3 days) o 30% rock climbing (3 days) Students will compile a folio of their learning that will include o Class notes o Assignment o Power Point Presentations o Discussions Students will compile a reflective journal upon their experiences during the 6 Day Grampians National Park camp.
Contact Teachers Senior Campus: Mr Tripney Middle Campus: Mrs Mudie
Practical
60%
Folio
20%
Journal
Future Study at NMHS Stage 2 Outdoor Education
20%
Stage 1 Child Studies

Focus Capabilities Assumed Knowledge Prerequisite Description Stage 1 Child Studies can be studied as a 10-credit subject. Communication, citizenship, personal development, work and learning. Related Subjects
10 Credits
Home
Students should have good literacy skills due to the reading, writing and analysing requirements of the course.
Through Child Studies students have the opportunity to develop knowledge and understanding of young children through individual, collaborative, and practical learning. Students explore the concepts of child development, needs, the rights of children, the value of play, concepts of childhood and families, and the roles of parents, caregivers and governments in the health and well-being of children. Students also investigate contemporary issues related to children such as migration, refugees, Indigenous communities, disabilities and the impact of technology. Additional Costs: Costs may be incurred for excursions and materials for individual practical tasks and assignments Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Practical Activities Group Activity Investigation 50% 25% 25% Working as individuals to design and make items for use by children within the wider community Working as a team to promote and deliver healthy foods to a local pre-school Conducting an investigation into contemporary issues facing parents and caregivers
Future Study at NMHS Stage 2 Child Studies Stage 2 Food and Hospitality
Contact Teachers Senior Campus: Ms Ashby Middle Campus: Ms Shanahan
Pathways beyond school Early Childhood Education Kindergarten Teacher Children with Special Needs Educators, Textiles Machinist
Stage 1 Food and Hospitality

Focus Capabilities Assumed Knowledge Prerequisite Communication, citizenship, personal development, work and learning. Related Subjects
10 Credits
Home
Students should have good literacy skills due to the reading, writing and analysing requirements of the course.
Nil
Description In Food and Hospitality, students focus on the industry and develop an understanding of contemporary approaches and issues related to it. Students develop skills in using technology and safe work and food handling practices in line with current legislation. Students develop and establish cooperative working relationships and learn the value of working independently while responding positively to instructions and directions. Students participate in collaborative activities; develop critical thinking and problem solving skills in both a local and global context. Content Students study topics within one or more of the following areas of study: Food, the Individual and the Family Local and Global Issues in Food and Hospitality Trends in Food and Culture Food and Safety Food and Hospitality Careers Additional Costs: Costs may be incurred for excursions and materials for individual practical tasks and assignments. Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Practical Activities Group Activity Investigation Future Study at NMHS Stage 2 Food and Hospitality 50% 25% 25% Designing and making suitable food products connected to prior research Working as a group to plan, prepare and host an event Conducting research into the future of the Food and Hospitality Industry
Contact Teachers Senior Campus: Ms Ashby Middle Campus: Ms Shanahan, Ms King
Stage 2 Physical Education

Focus Capabilities Assumed Knowledge Prerequisite Communication, learning, and personal development Stage 1 Physical Education A & B Related Subjects
20 Credits
Home
Stage 2 Sports Studies, Outdoor Education, Special Interest Soccer
Minimal B Grade pass of Stage 1 courses in PE and Stage 1 Teacher Recommendation. It is most preferable however if students are achieving at an A grade level.
Description Students studying this subject will be aiming to: acquire a deeper appreciation of physical activity as it relates to lifestyle and health both at the personal and community levels prepare for long term active participation in physical activity seek higher standards of skilled performance in selected physical activities Content Theory Modules (3) Exercise Physiology (approximately 25 hours study) Skill Acquisition and Biomechanics of Movement (approximately 15 hours study) Student directed Issues Analysis of a sporting based topic. (approximately 10 hours study) Practical Modules (3) Additional Costs: Aquatics $40
Experience opportunities for personal development through activities designed to develop initiative and leadership.
Students will need to work for approximately 18 20 hours on each of three selected sports. The selection will be guided by the cohort of student & their particular skills, expertise, gender balance, class size and facilities / equipment. Possible choices include: - badminton, netball, touch, basketball, indoor soccer, European handball & volleyball. Please note: that there is a compulsory Aquatics unit on kayaking
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1- Practical Assessment Type 2- Folio External Assessment- Exam Contact Teachers Senior Campus: Mr Allan 50% 20% 30% Practical Performance for 3 Sports Theory Course work assignments Issues Analysis (1,000 words) Externally assessed Examination (2 hours)
Stage 2 Health
Focus Capabilities Assumed Knowledge Prerequisite Learning, Communication, Citizenship and, Personal Development. Related Subjects
20 Credits
Home Stage 2 Nutrition
General interest in health issues and satisfactory literacy and numeracy skills A C grade or higher in a Stage 1 Health and Personal Development subject is recommended
Description Students learn about the factors that shape the behaviour and attitudes of individuals and groups in relation to healthy living, and caring for themselves and the environment. They develop skills to consider how changing social structures, community values, environmental issues, and new technologies affect the health and well-being of individuals and communities. For a 20-credit subject, students complete the study of: at least one core concept three option studies Additional Costs; First Aid Course $80 Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Group investigation and presentation Issues analysis Practical activities External assessment 30% 20% 20% 30% Research investigation ,Oral presentation and written report Research investigations Practical investigation and report , First Aid Course and report Investigation
Contact Teachers Senior Campus: Ms Cresp, Mr Allan
Stage 2 Integrated Learning: Special Interest Football

20 Credits
Home
Sports Studies
High level of ability, knowledge and understanding of Football Stage 1 Special Interest Football
Description Integrated Studies (Special Interest Football) Program aims to provide interested and talented Football students with the opportunity to pursue their interest, to develop skills and an in-depth understanding of the requirements of football at the elite level. This course aims to provide students with a comprehensive understanding of Football through practical modules including Football and Futsal. The Group Activity will be based upon coaching and refereeing Special Interest Football Teams of The Norwood Morialta High School. The Folio assessment of the course will be based upon the four theoretical topics to be covered including Fitness, Training and Performance and Skill Acquisition and Coaching Principles with students presenting evidence of their learning from these units of work. Students cannot choose this subject with Sports Studies. Additional Approximate Costs: Uniform $100, equipment $50 Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Practical Group Activity Folio and Discussion Project Contact Teachers Senior Campus: Mr Tsiounis 30% 20% 20% 30% Football (Wednesday SAAS competition) Futsal Coaching and Refereeing SAAS Special Interest Football Teams Sporting Performance Evaluation, Coaching Reflection and Short Answer Test and Small Group Discussions Issues Analysis
Stage 2 Outdoor Education 20 Credits

Home
Stage 2 Sport Studies, Physical Education, Geology, Tourism
Previous studies in outdoor education, General like of the outdoors and natural environment, moderate to high personal fitness Nil
Description At Stage 2 students continue their development in the areas of practical ability, ecology and biodiversity, human impacts and management, risk evaluation and safety management and trip planning. Culminating with students using these skills to organise, undertake and review a self-reliant camping experience. Students as part of this course will need to undertake 3 extended stay camping programs that utilise weekend time and a series of training days that utilise the Tuesday and Thursday afternoon flexible delivery time. Term 1 Rock-climbing 5 days Mt Arapiles Term 2 Cycle Touring 5 days Flinders Ranges Term 3 Self Reliant Students Choice
Additional Costs: $800 Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types:
School-based Assessment Folio Weighting 20% Students will compile a folio of their learning throughout the year, this folio will include the Environmental Study Assignment, Environmental Investigation, Planning Principles Assignment and Group Dynamics Assignment Students assessment in this assessment type will be conducted during the extended stay camping program. Rock-climbing 15% Cycle Touring 15%
Group Practical
30%
Individual Practical
20%
Students will be assessed within 3 areas for the individual practical Planning Practical Execution Practical Execution Students undertake an investigation based on their study of an environmental issue or experience that is related to the group practical or individual practical, or to their own experiences of outdoor activities, and present a written report.
Investigation
30%
Contact Teacher Senior Campus: Mr Tripney
Stage 2 Child Studies

Focus Capabilities Assumed Knowledge Prerequisite Citizenship, personal development and learning Related Subjects
20 Credits
Home
Health, Nutrition, Psychology
Students should have good literacy skills due to the reading, writing and analysing requirements of the course Nil
Description The Stage 2 subject focuses on childrens 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. Content Students study topics within one or more of the following five areas of study: Contemporary and Future Issues Economic and Environmental Influences Political and Legal Influences Socio-cultural Influences Technological Influences.
Additional Costs: Costs may be incurred for excursions and materials for individual practical tasks and assignments. Assessment Practical Activities Group Activity External Investigation Contact Teachers Senior Campus: Ms Ashby 50% 20% 30% Designing and making suitable developmental aids for children connected to prior research and planning Working as a group to plan, prepare and host events aimed towards promoting healthy eating in children Conducting research into contemporary issues that could affect parents, caregivers or children Children with Special Needs Educators Textiles Machinist
Pathways beyond school Early Childhood Education Kindergarten Teacher
Stage 2 Food and Hospitality

Focus Capabilities Assumed Knowledge Prerequisite Communication, learning and work
20 Credits
Home
Related Health, Physical Education, Nutrition Subjects Basic kitchen techniques such as recipe reading and conversions, knowledge of safe food handling and safe work environments as well as good literacy skills due to the language requirements of the course Passing grade at Stage 1 Food and Hospitality
Description Students focus on the industry and develop an understanding of contemporary approaches and issues related to it. Students develop skills in using technology and safe work and food handling practices in line with current legislation. Students develop and establish cooperative working relationships and learn the value of working independently while responding positively to instructions and directions. Students participate in collaborative activities, develop critical thinking and problem solving skills in both a local and global context. The focus of the course is on the contemporary and changing nature of this industry. Students will critically examine attitudes and values about the industry and the influences of economic, environmental, legal, political, socio-cultural and technological factors at local, national and global levels. Students may be required to participate in activities outside of school hours, both within the school and in the wider community. Areas of Study 1. Contemporary and Future Issues. 2. Economic and Environmental Influences. 3. Political and Legal Influences. 4. Socio-cultural Influences. 5. Technological Influences. Additional Costs: Costs may be incurred for excursions and materials for individual practical tasks and assignments. Assessment Practical Activities Group Activity External Investigation Contact Teachers Senior Campus: Ms Ashby 50% 20% 30% Designing and making suitable food products connected to prior research and planning Working as a group to plan, prepare and host events within the school community Conducting research into possible career opportunities in the Food and Hospitality Industry Pathways beyond school Chef/ Cook, Food Technologist Hospital Diet Supervisor
Year 8 Humanities
Humanities Curriculum
Humanities
Subjects
This is a compulsory full year subject at year 8
Description: Humanities is the part of the curriculum where students learn to think clearly about current issues confronting them and their world. There are four humanities disciplines offered in year 8: History, Geography, Economics and topics in Citizenship. These prepare students for further study in year 9 and 10. In humanities students explore diverse perspectives on the past, on other places, other cultures, other societies, and other social systems, reflecting on their place in the local and global community. They widen their own perspectives on todays issues and are prepared to become informed, active and responsible citizens. The content for the History component of Humanities is from the Australian curriculum. Topics will include History The Medieval World Geography Mapping: Australia & the world; Population & Resources Introduction to Asia Religions of the World Citizenship Three levels of government Responsible Citizenship: local, national & global Introduction to Markets Producers & Consumers Additional Cost:
Assessment Assessment is against the IBMYP Subject Name Criteria Knowledge & understanding Criterion A Investigating Criterion B Thinking critically Criterion C Communicating Criterion D Future Study at NMHS Year 9 Humanities Year 10 History, Geography, Business Interaction,.A variety of subjects at SACE level. Contact Teachers Middle Campus: Ms Alexia Forbes
Maximum 8 Maximum 8 Maximum 8 Maximum 8 Pathways beyond school University, TAFE, traineeships in a variety of fields
Year 9 Humanities
MYP Learning Area Selection information Humanities Related Subjects History, Geography, Citizenship
Home
This is a compulsory full year subject at year 8
Description: Humanities is the part of the curriculum where students learn to think clearly about current issues confronting them and their world. There are three humanities disciplines offered in year 9, History, Geography and topics in Citizenship. These build on the work done in year 8. In humanities students explore diverse perspectives on the past, on other places, other cultures, other societies, and other social systems, reflecting on their place in the local and global community. They widen their own perspectives on todays issues and are prepared to become informed, active and responsible citizens. The content for the History component of Humanities is from the Australian curriculum. Topics include: History The Modern World & Australia, 1750 to 1918 Geography Sustainable Development: rivers, coasts and catchment Physical Geography and Contour Mapping Citizenship Human rights Youth & the law Additional Cost: Assessment Assessment is against the IBMYP Year 9 Humanities Learning Area Criteria Knowledge & understanding Criterion A Investigating Criterion B Thinking critically Criterion C Communicating Criterion D
Maximum 10
Future Study at NMHS Year 10 History, Geography, Business Interaction SACE Legal Studies, Politics, History, Accounting, Geography, Tourism and others
Contact Teachers
Middle Campus: Ms Alexia Forbes
Pathways beyond school University, TAFE, traineeships in a variety of field
Year 10 Geography
MYP Learning Area Selection information Humanities: Geography Subjects History , Business Interaction Home
Students can select this subject as an additional semester of studies in Humanities.
Description: Geography is the integrated study of the earths places, peoples, societies and environments and the relationship between them. Geography is concerned with the investigation of physical and social processes with a particular focus on natural, social and built environmental regions of the world. Topics will be considered from a political, economic, environmental and socio-cultural perspective. Topics offered include: Global Inequality Coastal Environments & Sustainability Natural disasters Assessment will include the following: essays, reports, field work, case studies, webpage development, oral and group presentations, individual investigations and displays. Additional Costs There may be excursions and projects with associated costs.
Assessment Assessment is against the IBMYP Humanities Criteria Knowledge & understanding Criterion A Investigating Criterion B Thinking critically Criterion C Communicating Criterion D
Maximum 10
Future Study at NMHS Geography and Tourism
Year 10 History
MYP Learning Area Home ESL Humanities is offered as an alternative for eligible Related Australia in the Modern World 1919 students, Geography & Business Interaction Subjects present This is a compulsory single semester subject at year 10. Students may elect to study a further Humanities topic in the alternate semester and can choose from Geography or Business Interaction.
Description: The year 10 history unit provides students with opportunities to investigate earlier times to gain a general understanding of Australias history in the context of world events. It includes the study of significant events, issues and patterns of change in Australia and other societies. Skills of historical inquiry and critical interpretation of primary and secondary sources will be developed. Students will present explanations and arguments based on historical evidence. The course will guide students to develop a deeper understanding of the causes and consequences of change locally and globally. Students will develop their understanding of time and place as critical to understanding events in history and the effects of the past on the present, and the present on the future. The content of year 10 is from the Australian National Curriculum. This unit will be undertaken in either semester one or two. Topics will include: An overview of Australia 1919 present: significant turning points affecting Australia WW11: its causes and courses Struggles for freedom and rights: civil rights movements of women, indigenous population and migrants Popular culture 1954 present: changes and influences Assessment will include the following: essays, reports, case studies, group presentations, individual investigations, oral presentations, source analysis and tests. Additional Cost: there may be excursions and projects with associated costs. Assessment Assessment is against the IBMYP Humanities Criteria Knowledge & understanding Criterion A Investigating Criterion B Thinking critically Criterion C Communicating Criterion D
Maximum 10
Future Study at NMHS SACE Ancient Studies, History and Society & Culture
Year 10 Business Interaction

Humanities: Business Interaction
Subjects
History, Geography
Students can select this subject as an additional semester of studies in Humanities.
Description: This course gives students an introduction to business subjects offered at senior level and tertiary level and an understanding of the business world. This course includes components of economics, business and enterprise, and accounting. The Business Education curriculum contributes to a broad, balanced education. Through their studies, students are encouraged to be enterprising and to engage in interaction with business and the community. Many social and ethical issues arise from studies in this area. In considering these issues, students have opportunities to develop an understanding of the complex interactions of interest groups, and an awareness of the needs, interdependence and power relationships of individuals and groups in society. Studies in this area of the curriculum will prepare students to be active and aware in changing social, business and global environments. It will also prepare students for their future roles as citizens, workers, employers, entrepreneurs and consumers. Topics will include: Markets Tax and the Role of Government Workers Rights and Responsibilities Additional Cost: There may be excursions and projects with associated costs. Assessment Assessment is against the IBMYP Humanities Criteria Knowledge & understanding Criterion A Maximum 8 Investigating Criterion B Maximum 8 Thinking critically Criterion C Maximum 8 Communicating Criterion D Maximum 8 Future Study at NMHS Contact Teachers Stage 1 Business & Enterprise, Middle Campus: Ms Alexia Forbes Economics, accounting Stage 2 Business & Enterprise, Economics, Accounting Studies
Maximum 10
Stage 1 Politics
Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Understanding, analysis and synthesis This course has no assumed knowledge. Related Subjects
10 Credits
Home Stage 1 Legal Studies
This is a language rich subject which requires a reasonable level of literacy.
Description This course introduces the concept of power and the relationship of the state with its citizens. It looks at structures, process and procedures open to those in positions of power. It looks at active citizenship and individual participation in decision making. Additional Costs: Costs of this course are minimal. There will be the chance of a few excursions to parliament. Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Participation and oral tasks Future Study at NMHS Stage 2 Legal Studies & Politics 60% 40% Investigations and Research Investigations Tests and Assignments Oral presentations, Youth Parliament Contact Teachers Senior Campus: Ms Sih, Mrs Smith Middle Campus: Ms Forbes
Stage 1 Legal Studies A

Focus Capabilities Assumed Knowledge Prerequisite Communication, Citizenship, Learning Related Subjects
10 Credits
Home Stage 1 Legal Studies B, Stage 1 Politics
Students should have competent literacy skills due to the language requirements. A level 4 or better in Humanities
Description Legal Studies explores Australias 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 judgments about, strengths and weaknesses of the Australian legal system. Students consider how, and to what degree, these weaknesses may be remedied. Legal Studies A: The Australian Parliamentary and Legal System; Sources of Law; Criminal and Adversarial System; Civil Law; Courtroom Procedures; Examination of Criminal Statutes and Analysis of Trials. Additional Costs: Excursions Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1 Assessment Type 2 Future Study at NMHS Semester 2 Legal Studies B Stage 2 Legal Studies 50% 50% Short answer tests Folio, Assignments and Oral presentations Pathways beyond school Legal Studies, Law, Politics
Contact Teachers Senior Campus: Ms Sih, Mrs Smith Middle Campus: Ms Forbes
Stage 1 Legal Studies B

Humanities Curriculum Focus Capabilities Assumed Knowledge Prerequisite Communication, Citizenship, learning Related Subjects
10 Credits
Home
Stage 1 Legal Studies A, Stage 1 Politics
Students should have competent literacy skills due to the language requirements. A level 4 or better in Humanities
Description Legal Studies explores Australias 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 judgments about, strengths and weaknesses of the Australian legal system. Students consider how, and to what degree, these weaknesses may be remedied. Legal Studies B: Core; Australian Government and The Constitution; Australia and International Treaties. Choice of Option Topics based on an issue study (any two of the following will be considered) Young People and the Law; Family Law; Environmental Law; Motor and the Law Additional Costs: Excursions Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1 Assessment Type 2 Future Study at NMHS Stage 2 Legal Studies 50% 50% Short answer tests Folio, Assignments and Oral presentations Pathways beyond school Legal Studies, Law, Politics
Contact Teachers Senior Campus: Ms Sih, Mrs Smith Middle Campus: Ms Forbes
Stage 1 Geography
Focus Capabilities Assumed Knowledge Prerequisite Communication, Citizenship Related Subjects
10 Credits
Home Stage 1 Tourism
Students should have literacy and IT skills that allow them to access and interpret a range of resources. Satisfactory completion of Studies of Society and Environment at Year 10
Description The discipline of geography deals with environmental phenomena and human activities as diverse as natural hazards, landforms, tourism, economic development, agriculture and urban planning. Through the study of geography, 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 and challenges for, and constraints on such interactions. Additional Costs: Urban Adelaide excursion approximately $10.00 Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Skills and Applications Tasks Inquiry Fieldwork Investigation Future Study at NMHS Stage 2 Geography Stage 2 Tourism 40% 20% 20% 20% Mapping and graphical skills Tourism in Asian and Pacific Nations Practical investigation into development of Adelaide coastline Issues related to megacities
Contact Teachers Senior Campus: Ms Sih Middle Campus: Ms Forbes
Stage 1 Society and Culture

Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Citizenship, Personal Development & Work Related Subjects
10 Credits
Home Geography, Politics, Legal Studies
Students should have an understanding or knowledge of contemporary issues. Sound literacy skills and numeracy skills
Description Within this course we analyse primary and secondary sources, record quantitative and qualitative data. We investigate and explore social, political, historical, religious, philosophical, economic, legal, geographical, environmental and cultural factors that affect society. The subject or issues we investigate are undertaken in consultation with the class and can have a local perspective. Through this course we learn to recognise and respect cultural differences, ethical beliefs, personal identity and values as well as examining local and global issues. Additional Costs: As this subject examines contemporary issues we use the internet a great deal. Additional costs therefore will include the purchase of internet credit and any excursions or field trips that may occur. Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types which can be between 3 to 4 tasks: Task may include observations and recordings from field trips to cultural or social events or centres, a study of cultural artefacts, or interaction with guest speakers and other people in the school or the local community. Task: investigation of a contemporary social or cultural issue. Task: Investigation of a contemporary social or cultural issue Pathways beyond school: Geography or any related subject.
Source Analysis Group Activity Individual Activity Future Study at NMHS Stage 1 Stage 2 Society & Culture
30% 40% 30%
Contact Teachers Senior Campus: Ms Marano
Stage 1 Tourism A
Focus Capabilities Assumed Knowledge Prerequisite Communication, Citizenship, Learning Related Subjects
10 Credits
Home Stage 1 Geography
Students are assumed to have satisfactory literacy and IT skills to access the required resources. Nil
Description Students develop an understanding of the nature of tourists, tourism and the tourism industry. They 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. A students understanding of the sustainable management of tourism is central to the subject. Additional Costs: An excursion to Adelaide Zoo at a cost of approximately $10. Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Case Study Sources Analysis Practical Activity Investigation Future Study at NMHS Stage 1 Tourism B Stage 2 Tourism Stage 2 Geography 25% 25% 25% 25% Use of secondary resources to identify and evaluate an area of the tourism industry. Understanding Tourism and Tourism on the Great Barrier Reef sources analysis test conditions Students utilise primary sources and practical tourism skills to conduct a sustainability evaluation on a tourism site. Independent research and report on negotiated topic
Contact Teachers Senior Campus: Ms Sih, Ms Kearsley Middle Campus: Ms Forbes
Stage 1 History
Focus Capabilities Assumed Knowledge Prerequisite Communication, citizenship, personal development, learning and work. Sound literacy skills Nil Related Subjects
10 Credits
Home
Description The study of history gives students the opportunity to make sense of a complex and rapidly changing world by connecting past and present. Through the study of past events, 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 . Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Sources Analysis Investigation Future Study at NMHS Stage 2 Australian History Stage 2 Modern History 40% 40% 20% Folio including argumentative essay, report, assignments Analysis study historical primary and secondary sources Investigation including research essay
Contact Teachers Senior Campus: Ms. Sih Middle Campus: Ms. Forbes
Stage 1 Economics A
10 Credits
Home
Communication, Citizenship, Learning, Related Stage 1 Economics B Personal Development. Work. Subjects Students should have good literacy skills due to the language requirements of the course as well as an ability to investigate the impact of change on individuals, communities, business and governments. A passing grade in English or a Humanities subject.
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 peoples needs and wants. Students become aware that economic decisions ar e 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. Topics in Economics A include The Economic Problem, Economic Systems, The Market Economy/Price Mechanism. The final topic will be chosen by the class and may include Employment & Unemployment, Trade in a Global Economy or Price Stability. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Skills and Applications Tasks Issues Study Future Study at NMHS Stage 1 Economics B Stage 2 Economics 40% 40% 20% Essays, Investigations, group work Response to stimuli, tests, exam. Study of a current issue. Contact Teachers Senior Campus: Ms Sih, Ms Jacobs Middle Campus: Ms Forbes, Mr Gillies Pathways beyond school Business, Commerce & Economic Degrees
Stage 1 Economics B
10 Credits
Home
Communication, Citizenship, Learning, Related Stage 1 Economics A Personal Development. Work. Subjects Students should have good literacy skills due to the language requirements of the course as well as an ability to investigate the impact of change on individuals, communities, business and governments. A passing grade in English or a Humanities subject.
Description Studying economics enables students to understand how an economy operates and the way in which they function. Students develop an understanding of different economic institutions, and can assess the degree to which these institutions help satisfy peoples 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. Economics B focuses on the issues that arise from the uneven distribution of income not only within a nation such as Australia but also between nations. Students will develop an understanding of the theoretical models that are used to describe inequality as well as the changing issues that are associated with this area of study. They will 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. Topics in Economics B include Globalisation and the Australian Economy, Income Distribution and Poverty in Australia and The Developing World. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Skills and Applications Tasks Issues Study Future Study at NMHS Stage 2 Economics 40% 40% 20% Essays, Case Studies, Group Work Response to stimuli, tests, exam. Study of a current issue of the Developing World Contact Teachers Senior Campus: Ms Sih, Ms Jacobs Middle Campus: Ms Forbes, Mr Gillies Pathways beyond school Business, Commerce & Economic Degrees
Stage 1 Media Studies A

10 Credits
Home Stage 1 Creative Arts Digital Media and Animation
Good literacy skills and some experience in media production Nil
Description Media Studies develops students media literacy and production skills. Students discuss and analyse media issues, and interact with and create media products. The analytical elements of Media Studies support students to develop research and analysis skills that may lead to future study or employment pathways. The subject focuses on exploring the role of media in Australian and global contexts. Students consider how media can exert a significant influence on the way people receive and interpret information about the world, explore their own and other cultures, make economic choices, develop political ideas and spend their leisure time. Content For a 10-credit subject students study a minimum of two topics. Images of Youth in Media Making of the News Advertising Media and the Global Community. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Media Interaction Media Exploration Media Production 20% 30% 50% Interaction study of student media (e.g. Media Stereotyping) Exploration of a topic (e.g. Impact of global media on local community) Making a media product ( e.g. Television News Production) Future Study at NMHS Stage 1 Media Studies 2
Stage 2 Media Studies Stage 2 Creative Arts: Digital Media and Animation Contact Teachers Senior Campus: Ms Sih, Mr P Carter
Middle Campus: Mrs Millard
Tertiary study in: Journalism, Film and Television Production, Digital and Web based media, Advertising and Public Relations Direct entry into Media Industry
Pathways beyond school
Stage 1 Media Studies B

10 Credits
Home
Stage 1 Creative Arts Digital Media and Animation
Good literacy skills and some experience in media production Nil
Description Media Studies develops students media literacy and production skills. Students discuss and analyse media issues, and interact with and create media products. The analytical elements of Media Studies support students to develop research and analysis skills that may lead to future study or employment pathways. The subject focuses on exploring the role of media in Australian and global contexts. Students consider how media can exert a significant influence on the way people receive and interpret information about the world, explore their own and other cultures, make economic choices, develop political ideas and spend their leisure time. Content For a 10-credit subject students study a minimum of two topics. Careers in Media Creating Multimedia Texts Representations in Media Media Audiences Media and Leisure Media and the Global Community. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types:
Media Interaction Media Exploration Media Production 20% 30% 50% Interaction study of student media (e.g. Media and Leisure, impact of digital and social media ) Exploration of a topic(e.g. .Careers in Media Industries ) Making a media product ( e.g. Creating a Multi Media Text)
Future Study at NMHS
Stage 2 Media Studies
Stage 2 Creative Arts: Digital Media and Animation
Contact Teachers Senior Campus: Ms Sih, Mr P Carter Middle Campus: Mrs Millard
Pathways beyond school Tertiary study in :Journalism, Film and Television Production ,Digital and Web based media, Advertising and Public Relations Direct entry into Media Industry
Stage 2 Australian and International Politics

Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Knowledge, skills, attitudes and values Related Subjects
20 Credits
Home
Legal Studies, Modern History, English Studies
This is a language rich subject which requires considerable skills in literacy. Stage 1 English or another Humanities subject at a B grade or better.
Description At the end of the program students should be able to demonstrate attitudes associated with informed citizenship and an engaged awareness of political issues. The course is divided into a compulsory core section of four topics: The Australian Constitution and Federation Political Representation, Parliament and the Executive Voting and Elections Political Parties The option topic will be a study of the United Nations and Human Rights Additional Costs: There will be some costs for excursions and competition entries. Assessment Assessment at Stage 2 is externally-based. Students demonstrate evidence of their learning through the following assessment types: School-based Assessment School Course Work Investigative Report Sources Analysis External Assessment Weighting 35% 20% 15% 30% Essay responses, short answer questions and research investigations Focus on a major issue of students own choice Some timed pieces and some student generated A two hour paper where students are required to write two essays
Contact Teachers Ms Sih, Mrs Smith
Stage 2 Legal Studies

Focus Capabilities Assumed Knowledge Prerequisite Communication, knowledge, understanding, analysis and evaluation Related Subjects
20 Credits
Home Australian and International Politics, Modern History, English Studies
There are no assumed knowledge requirements As this is a language rich subject students need to be able to demonstrate literacy skills by having passed Stage 1 English or any Humanities subject at a B grade or better.
Description This course explores the relationship between the legal system and society. It examines the social function of the law and the status of the individual within the legal system with the aim of increasing students understanding of the system. Scope and Topics
The Australian Legal System

Constitutional Government Law Making Justice Systems
Additional Costs: Costs are minimal. There will be a few excursions to parliament and the courts. Assessment Assessment at Stage 2 is externally moderated. Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Course Work Folio Individual Study External Assessment Weighting 50% 20% 30% Investigations and Research Investigations Assignments and Oral presentations 1,500 word (or equivalent) response to issue of own choice. A three hour examination which is externally marked
Contact Teacher Senior Campus: Mrs Smith
Pathways beyond school TAFE courses in Justice Studies and Administration, University degrees in Law, Law and Politics, Arts, Human Resources, Humanities and Commerce.
Stage 2 Geography
Focus Capabilities Assumed Knowledge Prerequisite Communication, Learning, Work Related Subjects
20 Credits
Home Society and Culture, Tourism
Students need literacy and ICT skills to access required resources. Nil
Description The discipline of geography deals with environmental phenomena and human activities as diverse as natural hazards, landforms, tourism, economic development, agriculture and urban planning. Through the study of Geography, 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. Additional Costs: Possible excursion cost approximately $20 Assessment Assessment at Stage 2 is 70% school-based and 30% externally assessed. School-based Assessment Fieldwork Inquiry Folio Weighting 25% 20% 25% 30% Independent investigation into local geographical issue based on primary research and practical geography skills. Independent inquiry into contemporary geographical issue based on secondary research. School based assessment on student knowledge of core topic: Population, Resources, and Development. Students are introduced to the processes involved in population change and become aware of the impacts of population and consumption on the environment. A two hour examination consisting of short-answer and extended response questions.
External Assessment Contact Teacher Senior Campus: Mr Sih
Stage 2 Society & Culture

Communication, Learning, Citizenship, Personal Development &Work
20 Credits
Home
Related Geography, Politics, Legal Studies Subjects An understanding of related subjects, an awareness of contemporary issues in societies and cultures within a local and global context Sound literacy and numeracy skills.
Description The tasks take topics from the following three areas: culture, contemporary challenges and global issues. This subject examines and questions contemporary issues that affect societies around the world. A range of assessment types are undertaken to cater for a range of abilities. In this subject you will be introduced to and examine major beliefs and cultural systems. You will examine factors that affect or resist change and examine whether there are ways to resist change. You will analyse ways to consider changing perceptions and analyse ways in which society deals with ethical issues. We also examine the effects of technologies on society and how context plays a part in this. We evaluate social and environmental issue, globalisation and the distribution of power and how we participate as citizens within this macro and micro environment. Additional Costs: Additional costs relate to any excursions or field trips that may occur over the year. This subject relies heavily on internet usage, therefore the purchase of internet credits is essential. Assessment Assessment at Stage 2 is moderated. Students demonstrate evidence of their learning through the following assessment types: Folio Interaction Investigation Contact Teacher Senior Campus: Ms Marano 50% 20% 30% Magazine articles, multimodal presentations, sources analysis, role plays Group activity and photo essay Investigation - marked externally Pathways beyond school Geography or other Social Science subjects
Stage 2 Tourism
Focus Capabilities Assumed Knowledge Prerequisite Citizenship, communication and learning Related Subjects
20 Credits
Home Geography, Society & Culture
Literacy and IT skills required to access the required resources. Nil
Description In Tourism, students develop an understanding of the nature of tourists, tourism, and the tourism industry. They 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. A students understanding of the sustainable management of tourism is central to the subject. Additional Costs: Excursion to Clipsal 500 V8 Supercar race approximately $25. Assessment Assessment at Stage 2 is 70% School-based assessment and 30% External assessment. Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Folio Practical Activity Investigation External Assessment Contact Teachers Senior Campus: Ms Sih, Ms Kearsley Weighting 20% 25% 25% 30% Interpretation and evaluation of secondary sources. Ecotourism research report, Sources Analysis tests. Activities that utilise practical tourism skills including primary research and presentation of tourism information. Independent research on contemporary tourism issue. A two hours, short answer, extended answer and sources analysis
Stage 2 Modern History

Focus Capabilities Assumed Knowledge Prerequisite Communication, citizenship, personal development, learning and work. Sound literacy skills Nil Related Subjects
20 Credits
Home Australian and International Politics, Legal Studies
Description The study of history gives students the opportunity to make sense of a complex and rapidly changing world by connecting past and present. Through the study of past events, 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 will study one Thematic Study which may be Revolutions and Turmoil. One Depth Study which may be The War to End all Wars. Individual History Essay students choose a key area for inquiry from one of eleven topics. Additional Costs: Nil Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Folio Essay External Assessment Weighting 50% 20% 30% Argumentive essay, imaginative reconstruction, source analysis Independent research essay (2000) A three hour exam
Information on the External Assessment Examination (3 hours) The 3-hour external examination consists of three parts: Part 1: Thematic Study Part 2: Depth Study Part 3: Sources Analysis Part 1: Thematic Study This part of the examination will focus on the key areas for inquiry in the thematic study. Students are required to answer one essay question. Part 2: Depth Study This part of the examination will focus on the key areas for inquiry in the depth study. Students are required to answer one essay question. Part 3: Sources Analysis The part of the examination will focus on the skills of sources analysis. Students are required to answer the sources analysis question. The examination will be marked by external assessors with reference to the performance standards. Contact Teacher Senior Campus: Ms Sih
Stage 2 Economics
20 Credits
Home
Communication, Learning, and Related Stage 2 Business & Enterprise Technology Citizenship Subjects Students should have good literacy skills due to the language requirements of the course as well as an ability to investigate and evaluate the impact of change on individuals, communities, business and governments. A passing grade in Economics A or B, Stage 1 English or a Stage 1 Humanities subject.
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 peoples needs and wants. Students become aware that economic decisions ar e not value free and have outcomes that may be inconsistent with social, moral and ethical values. Students research, analyses, evaluates, and applies 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: The Economic Problem, Microeconomics, Macroeconomics, Globalisation, and Poverty and Inequality. Additional Costs: Students may choose to purchase: Economics Past Exams and Answers at a cost of approx. $16 and Essentials Workbook at a cost of approx. $40. Assessment Assessment at Stage 2 is both school and externally based. Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Folio Skills and Applications Tasks External Assessment Weighting 30% 70% 30% Essays, Media Analysis, Case Study Tests, Essay under supervision, Responses to Stimuli A two hours: Part A multiple choices, response to stimuli and extended response questions, Part B one essay from a range of questions. Pathways beyond school Business, Commerce & Economic Degrees
Contact Teachers Senior Campus: Ms Sih, Ms Jacobs
Stage 2 Media Studies

Focus Capabilities Assumed Knowledge Prerequisite Communication, Citizenship, Personal Development, Work and Learning. Related Subjects
20 Credits
Home
Creative Arts Digital Media and Animation
Literacy skills and previous experience in Media Production is advisable Nil
Description Media Studies develops students media literacy and production skills. Students discuss and analyse media issues, and interact with, and create media products. The analytical elements of Media Studies support students to develop research and analysis skills that may lead to future study or employment pathways. The subject focuses on exploring the role of media in Australian and global contexts. Students consider how media can exert a significant influence on the way people receive and interpret information about the world, explore their own and other cultures, make economic choices, develop political ideas, and spend their leisure time. The following key media concepts underpin the study of media and provide an investigative framework to support students assessments in critical analysis and production: Media conventions Media organisations Media audiences Media representations Additional Costs: Nil Assessment School based Assessment Folio Product Investigation 30% 40% 30% Media Interaction and Exploration in a range of areas Media Production (eg Documentary Short Film) The investigation should be a maximum of 2000 words if written or the equivalent if in multimedia format. Students select a topic that has been the subject of public debate or coverage within the previous 12 months, and formulate a question to be addressed in the investigation. The Investigation is double marked, firstly by the students teacher and secondly by an external assessor appointed by the SACE Board.
Contact Teacher Senior Campus: Mr P Carter
Pathways beyond school Tertiary study in Journalism, Film and Television Production, Digital and Web based media, Advertising and Public Relations, direct entry into Media Industry
Year 8 and 9 Languages

Languages Curriculum
MYP Learning Area Selection Information
Description Students may choose to continue the language studied at primary school if it is available or they may choose a different language to begin studying at Year 8 level. Once a language course has begun students cannot change the chosen language. The language programs provide students to learn the language of a culture and to reflect upon and explore cultural perspectives. Students develop their speaking, reading, listening, viewing and writing skills through a range of activities. Content is organised into units based on topics or themes relevant to the students and often based around current textbooks developed for languages. The non-alphabetic languages, Chinese and Japanese, also focus on the learning of the characters in the writing system. Students are encouraged to use information technology to communicate with young people using the target language. All languages offered lead to Stage 1 and Stage 2 courses at the senior campus. Additional Cost: Students may purchase workbooks in each of the following languages: Chinese: a workbook for each year level 8, 9 and 10 approximately $35 each. Chinese Dictionary: approximately $20 each German: one workbook across year 8 and 9 approximately $25 each. German Dictionary:- approximately $20 Italian: a workbook for each year level 8 and 9 approximately $25 each. Dictionary: approximately $20 each. Japanese: a workbook for each year level 8, 9 and 10 approximately $35 each. Greek Dictionary: approximately $20 each Assessment Assessment is against IBMYP Language B criteria Criterion A Criterion B Criterion C Criterion D Oral communication Visual interpretation Reading comprehension Writing Maximum 8 Maximum 8 Maximum 8 Maximum 8
Home Subjects Chinese, German, Greek, Italian, Japanese
Language B
Students choose one language at the beginning of Year 8 and continue that language course to the end of Year 9 and for a minimum of one semester in Year 10.
Future Study at NMHS Language Extended full year or Language Standard single semester only For students considering the Stage 1 study of a language it is expected that they choose two semester courses at Year 10.
Year 10 Chinese
MYP Learning Area Selection Information Language B Chinese Extended, Chinese Standard Subjects For continuing students from Years 8-9, students at Year 10 need to choose either: Chinese Extended full year (Semester 1 and Semester 2) or Chinese Standard single semester only
Home
Description: Chinese Extended This course is designed for Year 10 students who have been studying Chinese in Years 8 and 9 and who intend to continue into SACE Stage 1 and Stage 2 study. The emphasis of Chinese Extended is on developing students capability to communicate effectively in Chinese and to reflect and explore cultural perspectives. The students develop an understanding of cultural differences and make connections between Australian and Chinese culture, extending their understanding of language and culture in general. Through a range of learning activities students will improve reading, speaking, listening, viewing and writing skills which supports their development of oral, visual and written literacy. Students continue to improve their ICT skills through word processing in Chinese, creating multimedia presentations and searching for information in a language other than English. Topics covered include: Self and leisure activities, travel and tourism, contemporary Chinese films, Internet shopping Chinese Standard This course is a single semester only. It is designed for Year 10 students who have studied Chinese in Years 8 and 9 and intend to study only one semester. The emphasis of Chinese Standard is on further developing students capability to communicate in Chinese and developing their understanding of language and culture. They also extend their understanding of language and culture in general. Through a range of learning activities students will improve reading, speaking, listening, viewing and writing skills, and their ICT skills through word processing in Chinese, creating multimedia presentations and searching for information in a language other than English. Additional Cost: Students may participate in two excursions at an approximate cost of $30 A workbook - approximately $35 each and Chinese Dictionary approximately $20 each Assessment Assessment is against the IBMYP Language B Criteria Oral communication Criterion A Maximum 8 Visual interpretation Criterion B Maximum 8 Reading comprehension Criterion C Maximum 8 Writing Criterion D Maximum 8 Future Study at NMHS For students considering the Stage 1 study of a language it is expected that they choose two semester courses at Year 10.
Year 10 German
MYP Learning Area Selection Information
Description: German Extended This course is designed for Year 10 students who have been studying German in Years 8 and 9 and who intend to continue into SACE Stage 1 and Stage 2 study. The emphasis of German Extended is on developing students capability to communicate effectively in German and to reflect and explore cultural perspectives. The students develop an understanding of cultural differences and make connections between Australian and German culture, extending their understanding of language and culture in general. Through a range of learning activities students will improve reading, speaking, listening, viewing and writing skills which supports their development of oral, visual and written literacy. Students continue to improve their ICT skills through word processing in German, creating multimedia presentations and searching for information in a language other than English. Topics covered may include; the environment, Berlin and its history and youth issues. German Standard This course is a single semester only. It is designed for Year 10 students who have studied German in Years 8 and 9 and intend to study only one semester. The emphasis of German Standard is on further developing students capability to communicate in German and developing their understanding of language and culture. They also extend their understanding of language and culture in general. Through a range of learning activities students will improve reading, speaking, listening, viewing and writing skills, and their ICT skills through word processing in German, creating multimedia presentations and searching for information in a language other than English. Additional Cost: Students may participate in two excursions at an approximate cost of $30 and German Dictionary approximately $20. Assessment Assessment is against the IBMYP Language B Criteria Criterion A Criterion B Criterion C Criterion D Oral communication Visual interpretation Reading comprehension Writing Maximum 8 Maximum 8 Maximum 8 Maximum 8
Home Subjects German Extended, German Standard
Language B
For continuing students from Years 8-9, students at Year 10 need to choose either: German Extended full year (Semester 1 and Semester 2) or
German Standard single semester only
Future Study at NMHS For students considering the Stage 1 study of a language it is expected that they choose two semester courses at Year 10. Contact Teachers Middle Campus: Ms Tooulou, Ms Andrews, Ms Schwarz
Year 10 Greek
MYP Learning Area Selection Information Language B Subjects Greek Extended, Greek Standard Home
For continuing students from Years 8-9, students at Year 10 need to choose either: Greek Extended full year (Semester 1 and Semester 2)
Or Greek Standard single semester only
Description: Greek Extended This course is designed for Year 10 students who have been studying Greek in Years 8 and 9 and who intend to continue into SACE Stage 1 and Stage 2 study. The emphasis of Greek Extended is on developing students capability to communicate effectively in Greek and to reflect and explore cultural perspectives. The students develop an understanding of cultural differences and make connections between Australian and Greek culture, extending their understanding of language and culture in general. Through a range of learning activities students will improve reading, speaking, listening, viewing and writing skills which supports their development of oral, visual and written literacy. Students continue to improve their ICT skills through word processing in Greek, creating multimedia presentations and searching for information in a language other than English. Topics covered include: Travel, Celebrations, Clothing and Fashion, Technologies and the Internet, Famous People, Environment, Leisure Activities and Healthy Lifestyles. Greek Standard This course is a single semester only. It is designed for Year 10 students who have studied Greek in Years 8 and 9 and intend to study only one semester. The emphasis of Greek Standard is on further developing students capability to communicate in Greek and developing their understanding of language and culture. They also extend their understanding of language and culture in general. Through a range of learning activities students will improve reading, speaking, listening, viewing and writing skills, and their ICT skills through word processing in Greek, creating multimedia presentations and searching for information in a language other than English. Additional Cost: Students may participate in two excursions at an approximate cost of $30 and Greek Dictionary approximately $20. Assessment Assessment is against the IBMYP Language B Criteria Criterion A Criterion B Criterion C Criterion D Oral communication Visual interpretation Reading comprehension Writing Maximum 8 Maximum 8 Maximum 8 Maximum 8
Future Study at NMHS For students considering the Stage 1 study of a language it is expected that they choose two semester courses at Year 10.
Contact Teachers Middle Campus: Ms Tooulou, Ms Karamanis
Year 10 Italian
MYP Learning Area Language B Subjects Italian Extended, Italian Standard For continuing students from Years 8-9, students at Year 10 need to choose either: Italian Extended full year (Semester 1 and Semester 2) or Italian Standard single semester only
Home
Selection Information
Description: Italian Extended This course is designed for Year 10 students who have been studying Italian in Years 8 and 9 and who intend to continue into SACE Stage 1 and Stage 2 study. The emphasis of Italian Extended is on developing students capability to communicate effectively in Italian and to reflect and explore cultural perspectives. The students develop an understanding of cultural differences and make connections between Australian and Italian culture, extending their understanding of language and culture in general. Through a range of learning activities students will improve reading, speaking, listening, viewing and writing skills which supports their development of oral, visual and written literacy. Students continue to improve their ICT skills through word processing in Italian, creating multimedia presentations and searching for information in a language other than English. Topics covered include: Self and Leisure, travel and tourism, Italian film, Italian cuisine. Italian Standard This course is a single semester only. It is designed for Year 10 students who have studied Italian in Years 8 and 9 and intend to study only one semester. The emphasis of Italian Standard is on further developing students capability to communicate in Italian and developing their understanding of language and culture. They also extend their understanding of language and culture in general. Through a range of learning activities students will improve reading, speaking, listening, viewing and writing skills, and their ICT skills through word processing in Italian, creating multimedia presentations and searching for information in a language other than English. Additional Cost: Students may participate in two excursions at an approximate cost of $30 and Italian Dictionary approximately $20. Assessment Assessment is against the IBMYP Language B Criteria
Criterion A Criterion B Criterion C Criterion D Oral communication Visual interpretation Reading comprehension Writing Maximum 8 Maximum 8 Maximum 8 Maximum 8
Future Study at NMHS For students considering the Stage 1 study of a language it is expected that they choose two semester courses at Year 10. Contact Teachers Middle Campus: Ms Tooulou, Ms Fragnito, Ms Moffa, Mr. Boruch
Year 10 Japanese
MYP Learning Area Selection Information Language B Japanese Extended, Japanese Standard Subjects For continuing students from Years 8-9, students at Year 10 need to choose either: Japanese Extended full year (Semester 1 and Semester 2) Or Japanese Standard single semester only
Home
Description: Japanese Extended This course is designed for Year 10 students who have been studying Japanese in Years 8 and 9 and who intend to continue into SACE Stage 1 and Stage 2 study. The emphasis of Japanese Extended is on developing students capability to communicate effectively in Japanese and to reflect and explore cultural perspectives. The students develop an understanding of cultural differences and make connections between Australian and Japanese culture, extending their understanding of language and culture in general. Through a range of learning activities students will improve reading, speaking, listening, viewing and writing skills which supports their development of oral, visual and written literacy. Students continue to improve their ICT skills through word processing in Japanese, creating multimedia presentations and searching for information in a language other than English. Topics covered include: Healthy Lifestyles, Travel and Tourism, Traditional and Modern lifestyles in Japan. Japanese Standard This course is a single semester only. It is designed for Year 10 students who have studied Japanese in Years 8 and 9 and intend to study only one semester. The emphasis of Japanese Standard is on further developing students capability to communicate in Japanese and developing their understanding of language and culture. They also extend their understanding of language and culture in general. Through a range of learning activities students will improve reading, speaking, listening, viewing and writing skills, and their ICT skills through word processing in Japanese, creating multimedia presentations and searching for information in a language other than English. Additional Cost: Students may participate in two excursions at an approximate cost of $30 Assessment Assessment is against the IBMYP Language B Criteria Criterion A Criterion B Criterion C Criterion D Oral communication Visual interpretation Reading comprehension Writing Maximum 8 Maximum 8 Maximum 8 Maximum 8
Future Study at NMHS For students considering the Stage 1 study of a language it is expected that they choose two semester courses at Year 10. Contact Teachers Middle Campus: Ms Tooulou, Mr Haga
Stage 1 Chinese Continuers 1 & 2

Focus Capabilities Assumed Knowledge Communication, Citizenship Related Subjects
10 Credits each
Home Stage 1 Chinese Continuers 2
Students should have good literacy skills due to the language requirements of the course. Level 4 (C grade) or better in Year 10 Chinese Eligibility criteria to apply for entry into Chinese at Continuers Level: Students who have had more than one years education from the age of five (pre-school, primary, secondary) in a country where Chinese is a major language of communication or a medium of instruction are not eligible to enrol in a continuers level program unless it can be demonstrated that special circumstances apply. Applications for enrolment are made via the school to the SACE Board who makes decisions on the status of the application.
Prerequisite
Description Chinese at Continuers Level is designed for students who have studied the language for 300 to 400 hours by the time they have completed Stage 1, or who have an equivalent level of knowledge. In Chinese at Continuers Level, students develop their skills to communicate meaningfully. Students develop an understanding of how Chinese is used appropriately by using the skills of listening, speaking, viewing, reading and writing for a range of purposes in a variety of contexts. In Chinese, students have opportunities to: interact with others to exchange information, ideas, opinions and experiences create texts in Chinese to express information, feelings, ideas and opinions analyse texts to interpret meaning examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication. At Stage 1 students explore a range of topics through three themes: the Individual, the Chinese-speaking Communities and the Changing World. Topics covered include: Self and personal identity, Careers and occupations and Places of Interest in China. Students undertake an investigation on a cultural or social aspect or issue of a topic or subtopic associated with The Chinese -speaking Communities or The Changing World themes. *Note: Stage 1 Chinese Continuers 1 (or equivalent) is necessary in order to study and Stage 1 Chinese Continuers 2. Different topics covered each semester depending on relevant events. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Interaction Text production Text Analysis Investigation Future Study at NMHS Stage 1 Chinese Continuers 2 Stage 2 Chinese Continuers 20% 20% 20% 40% Possible spoken task may include conversation, interview, discussion Possible written task may include blog, diary entry, email, letter, brochure, report Analysis of a text (s) in Chinese with a response in Chinese/English An oral OR written OR Multimodal response in Chinese and a reflective response in English
Contact Teachers Senior Campus: Ms Zheng, Ms Tooulou Middle Campus: Ms Li, Ms Tooulou
Stage 1 Chinese Background 1 and 2

10 Credits each
Home
Stage 1 Chinese Background 2
Students should have good literacy skills due to the language requirements of the course. Level 4 (C grade) or better in Year 10 Chinese or equivalent
Description Chinese at Background Speakers Level is designed for students who have a background in the language and who have had more than one years education in a country where the language is spoken. In Chinese at Background Speakers Level students are expected to develop and apply linguistic and intercultural knowledge, understanding and skills. The students have opportunities to: interact with others to exchange information, opinions and ideas in Chinese. create texts in Chinese to express ideas and opinions and perspectives on contemporary issues. Analyse, evaluate and respond to texts that are in Chinese. examine relationships between language, culture, and identity, and reflect on the ways in which culture influences communication. Students extend, and develop their ideas and opinions on the prescribed themes and contemporary issues through critical engagement with a range of sources and perspectives. Stage 1 Chinese at Background Speakers Level is organised around four prescribed themes and a number of prescribed contemporary issues. These prescribed themes are China and the World, Modernisation and Social Change, the Overseas Chinese-speaking Communities and Language in Use in Contemporary China and these enable students to extend their understanding of the interdependence of language, culture and identity. Students undertake an investigation on a cultural or social aspect of, or issue related to, a prescribed theme or contemporary issue. *Note: Stage 1 Chinese Background 1 (or equivalent) is necessary in order to study and Chinese Background 2. Different topics covered each semester depending on relevant events. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Interaction Text production Text Analysis Investigation Future Study at NMHS Stage 1 Chinese Background 2 Stage 2 Chinese Background 20% 20% 20% 40% Possible spoken task may include discussion, interview, debate, speech, talk Possible written task may include blog, diary entry, email, essay, brochure, report, review Analysis and evaluation of a text (s) in Chinese with a response in Chinese/English An oral OR written OR Multimodal response in Chinese/English and a reflective response in English. One response must be in English.
Contact Teachers Senior Campus: Ms Zheng, Ms Tooulou Middle Campus: Ms Li, Ms Tooulou
Stage 1 German Continuers 1 and 2

10 Credits each
Home Stage 1 German Continuers 2
Students should have good literacy skills due to the language requirements of the course. Level 4 (C grade) or better in Year 10 German .
Description German at Continuers Level is designed for students who have studied the language for 300 to 400 hours by the time they have completed Stage 1, or who have an equivalent level of knowledge. In German at Continuers Level, students develop their skills to communicate meaningfully. Students develop an understanding of how German is used appropriately by using the skills of listening, speaking, viewing, reading and writing for a range of purposes in a variety of contexts. In German, students have opportunities to: interact with others to exchange information, ideas, opinions and experiences create texts in German to express information, feelings, ideas and opinions analyse texts to interpret meaning examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.
At Stage 1 students explore a range of topics through three themes: the Individual, the German-speaking Communities and the Changing World. Topics covered include: Self-image, Family and Relationships, Daily life, Leisure activities, School and Peer pressure, Future Plans and Employment, Traditions and Cultural diversity, Tourism and Hospitality and Youth issues. Students undertake an investigation on a cultural or social aspect or issue of a topic or subtopic associated with The German-speaking Communities or The Changing World themes. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion. Student Workbook approximately $35.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Interaction Text production Text Analysis Investigation Future Study at NMHS Stage 1 German Continuers 2 Stage 2 German Continuers 20% 20% 20% 40% Possible spoken task may include conversation, interview, discussion Possible written task may include blog, diary entry, email, letter, brochure, report Analysis of a text (s) in German with a response in German/English An oral OR written OR Multimodal response in German and a reflective response in English
Contact Teachers Senior Campus: Ms Lazar, Ms Tooulou Middle Campus: Ms Andrews, Ms Schwarz, Ms Tooulou
Stage 1 Greek Continuers 1 and 2

10 Credits each
Home Stage 1 Greek Continuers 2
Students should have good literacy skills due to the language requirements of the course. Level 4 (C grade) or better in Year 10 Greek
Description Greek at Continuers Level is designed for students who have studied the language for 300 to 400 hours by the time they have completed Stage 1, or who have an equivalent level of knowledge. In Greek at Continuers Level, students develop their skills to communicate meaningfully. Students develop an understanding of how Greek is used appropriately by using the skills of listening, speaking, viewing, reading and writing for a range of purposes in a variety of contexts. In Greek, students have opportunities to: interact with others to exchange information, ideas, opinions and experiences create texts in Greek to express information, feelings, ideas and opinions analyse texts to interpret meaning examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.
At Stage 1 students explore a range of topics through three themes: the Individual, the Greek-speaking Communities and the Changing World. Topics covered include: Family, Relationships, World of Work, Travel and Celebrations. Students undertake an investigation on a cultural or social aspect or issue of a topic or subtopic associated with The Greek -speaking Communities or The Changing World themes. *Note: Stage 1 Greek Continuers 1 (or equivalent) is necessary in order to study and Stage 1 Greek Continuers 2. Different topics covered each semester depending on relevant events. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Interaction Text production Text Analysis Investigation 20% 20% 20% 40% Possible spoken task may include conversation, interview, discussion Possible written task may include blog, diary entry, email, letter, brochure, report Analysis of a text (s) in Greek with a response in Greek/English An oral OR written OR Multimodal response in Greek and a reflective response in English
Future Study at NMHS Stage 1 Greek Continuers 2 Stage 2 Greek Continuers
Contact Teachers Senior Campus: Ms Karamanis, Ms Tooulou Middle Campus: Ms Karamanis, Ms Tooulou
Stage 1 Italian Continuers 1 and 2

10 Credits each
Home Stage 1 Italian Continuers 2
Students should have good literacy skills due to the language requirements of the course. Level 4 (C grade) or better in Year 10 Italian
Description Italian at Continuers Level is designed for students who have studied the language for 300 to 400 hours by the time they have completed Stage 1, or who have an equivalent level of knowledge. In Italian at Continuers Level, students develop their skills to communicate meaningfully. Students develop an understanding of how Italian is used appropriately by using the skills of listening, speaking, viewing, reading and writing for a range of purposes in a variety of contexts. In Italian, students have opportunities to: interact with others to exchange information, ideas, opinions and experiences create texts in Italian to express information, feelings, ideas and opinions analyse texts to interpret meaning examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.
At Stage 1 students explore a range of topics through three themes: the Individual, the Italian-speaking Communities and the Changing World. Topics covered include: Family, Places of Interest in Italy, Technology and communication, Regional Cuisine, Made in Italy, Italian film and music. Students undertake an investigation on a cultural or social aspect or issue of a topic or subtopic associated with The Italian-speaking Communities or The Changing World themes. *Note: Stage 1 Italian Continuers 1 (or equivalent) is necessary in order to study and Italian Continuers 2. Different topics covered each semester depending on relevant events. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion. Workbook approximately $35.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Interaction Text production Text Analysis Investigation Future Study at NMHS Stage 1 Italian Continuers 2 Stage 2 Italian Continuers 20% 20% 20% 40% Possible spoken task may include conversation, interview, discussion Possible written task may include blog, diary entry, email, letter, brochure, report Analysis of a text (s) in Italian with a response in Italian/English An oral OR written OR Multimodal response in Italian and a reflective response in English
Contact Teachers Senior Campus: Ms Moffa, Ms Tooulou Middle Campus: Ms Fragnito, Ms Tooulou, Ms Moffa, Mr Boruch
Stage 1 Japanese Continuers 1 and 2

Focus Capabilities Assumed Knowledge Communication, Citizenship Related Subjects
10 Credits each
Home Stage 1 Japanese Continuers 2
Students should have good literacy skills due to the language requirements of the course. Level 4 (C grade) or better in Year 10 Japanese Eligibility criteria to apply for entry into Japanese at Continuers Level: Students who have had more than one years education from the age of five (pre-school, primary, secondary) in a country where Japanese is a major language of communication or a medium of instruction are not eligible to enrol in a continuers level program unless it can be demonstrated that special circumstances apply. Applications for enrolment are made via the school to the SACE Board who makes decisions on the status of the application.
Prerequisite
Description Japanese at Continuers Level is designed for students who have studied the language for 300 to 400 hours by the time they have completed Stage 1 or who have an equivalent level of knowledge. In Japanese at Continuers Level, students develop their skills to communicate meaningfully. Students develop an understanding of how Japanese is used appropriately by using the skills of listening, speaking, viewing, reading and writing for a range of purposes in a variety of contexts. In Japanese, students have opportunities to: interact with others to exchange information, ideas, opinions and experiences create texts in Japanese to express information, feelings, ideas and opinions analyse texts to interpret meaning examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.
At Stage 1 students explore a range of topics through three themes: the Individual, the Japanese-speaking Communities and the Changing World. Topics covered include: Personal identity and daily life in Japan. Students undertake an investigation on a cultural or social aspect or issue of a topic or subtopic associated with The Japanese-speaking Communities or The Changing World themes. *Note: Stage 1 Japanese Continuers 1 (or equivalent) is necessary in order to study and Japanese Continuers 2. Different topics covered each semester depending on relevant events. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion.
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Interaction Text production Text Analysis Investigation Future Study at NMHS Stage 1 Japanese Continuers 2 Stage 2 Japanese Continuers 20% 20% 20% 40% Possible spoken task may include conversation, interview, discussion Possible written task may include blog, diary entry, email, letter, brochure, report Analysis of a text (s) in Japanese with a response in Japanese/English An oral OR written OR Multimodal response in Japanese and a reflective response in English
Contact Teachers Senior Campus: Mr Haga, Ms Tooulou Middle Campus: Mr Haga, Ms Tooulou
Stage 1 Japanese Beginners 1 and 2

10 Credits each
Home Stage 1 Japanese Beginners 2
Students should have good literacy skills due to the language requirements of the course. Eligibility criteria to apply for entry into Japanese at Beginners Level: Japanese at Beginners level is designed for senior secondary students with no prior knowledge or experience of the language (whether spoken or written) who wish to begin their study of the language at Stage 1. Applications for enrolment are made via the school to the SACE Board who makes decisions on the status of the application.
Description Japanese at Beginners Level is designed for students with little or no previous knowledge and/or experience of the language before undertaking Stage 1, and is designed as a 2-year course of study for students who wish to begin their study of the language at senior secondary level. Students will have studied Japanese at Beginners level for 200 to 240 hours by the time they have completed Stage 2. Therefore students develop their language skills and intercultural understanding at an intensive rate. In Japanese at Beginners Level students explore the three themes of Relationships, Lifestyles, and Experiences from the perspectives of The Personal World and The Japanese speaking Communities .Students develop and apply their skills of listening, speaking, reading and writing and intercultural knowledge, understanding, and skills to: interact with others in Japanese in interpersonal situations create texts in Japanese for specific audiences, purposes, and contexts analyse texts that are in Japanese to interpret meaning. Topics are organised to suit students needs and interests and include: Family life, home and neighbourhood, Friends, recreation and pastimes, People, places and communities, Future plans and aspirations and Holidays, travel and tourism. *Note: Stage 1 Japanese Beginners 1 is necessary in order to study and Stage 1 Japanese Beginners 2. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion. Different topics covered each semester depending on relevant events. Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types:
Interaction Text production Text Analysis Future Study at NMHS Stage 1 Japanese Beginners 2 Stage 2 Japanese Beginners
50% 25% 25%
Conversation/role plays and spoken presentations Possible written task may include article, blog, diary entry, email, letter, postcard, invitation Analysis of a text (s) in Japanese with a response in Japanese/English
Contact Teachers Senior Campus: Mr Haga, Ms Tooulou Middle Campus: Mr Haga, Ms Tooulou
Stage 2 Chinese Background

Focus Capabilities Assumed Knowledge Prerequisite Communication, Citizenship
20 Credits
Home
Related Chinese Continuers Subjects Chinese at Background Speakers Level is designed for students who have a background in the language and who have had more than 1 years education in a country where the language is spoken. Satisfactory completion of Stage 1 Chinese Background 1 and 2 with a C grade or better.
Description In Stage 2 Chinese at Background Speakers Level students further develop and apply linguistic and intercultural knowledge, understanding and skills. They interact with others to exchange and explain information, opinions, and ideas; create texts to express ideas, opinions, and perspectives on contemporary issues; and analyse, evaluate, and respond to a range of texts. Students examine relationships between language, culture, and identity and reflect on the ways in which culture influences communication. Stage 2 Chinese at Background Speakers Level is organised around four prescribed themes and a number of prescribed contemporary issues. These prescribed themes are China and the World, Modernisation and Social Change, the Overseas Chinese-speaking Communities and Language in Use in Contemporary China. Students extend, and develop their ideas and opinions on the prescribed themes and contemporary issues through critical engagement with a range of sources and perspectives. Students undertake an in-depth study to extend their understanding of an aspect or aspects of one of the prescribed themes or contemporary issues, or to explore links between themes or contemporary issues. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion Assessment At Stage 2 subjects have a school assessment component and an external assessment component. Students demonstrate evidence of their learning through the following assessment types:
School Assessment
Weighting 50% 20% 30% Three to Five Assessments (Interaction, Text Production, Text Analysis) An oral presentation, a written response, a reflective response in English Ms Tooulou
Folio In-depth Study

External Assessment
Contact Teachers
An oral examination and a written examination Senior Campus: Ms Zheng
Stage 2 Chinese Continuers

Focus Capabilities Assumed Knowledge Communication, Citizenship
20 credits
Home
Prerequisite
Related Chinese Background Subjects Chinese at Continuers Level is designed for students who have studied the language for 300-400 hours by the time they have completed Stage 1, or who have an equivalent level of knowledge. Satisfactory completion of Stage 1 Chinese Continuers 1 and 2 with a C grade or better. Eligibility criteria to apply for entry into Chinese at Continuers Level: Students who have had more than one years education from the age of five (pre-school, primary, secondary) in a country where Chinese is a major language of communication or a medium of instruction are not eligible to enrol in a continuers level program unless it can be demonstrated that special circumstances apply. Applications for enrolment are made via the school to the SACE Board who makes decisions on the status of the application.
Description In Stage 2 Chinese at Continuers Level, students continue to develop their skills to communicate meaningfully. Students further develop an understanding of how Chinese is used appropriately by using the skills of listening, speaking, viewing, reading and writing for a range of purposes in a variety of contexts. In Chinese Continuers, students have opportunities to: interact with others to exchange information, ideas, opinions and experiences create texts in Chinese to express information, feelings, ideas and opinions analyse texts to interpret meaning examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication. At Stage 2 students explore a range of topics through three themes: the Individual, the Chinese-speaking Communities and the Changing World. Students undertake an in-depth study demonstrating research and personal reflection on an aspect or aspects of a topic associated with The Chinese-speaking Communities or The Changing World themes. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion
Assessment At Stage 2 subjects have a school assessment component and an external assessment component. Students demonstrate evidence of their learning through the following assessment types:
School Assessment
Weighting 50% 20% 30% Three to Five Assessments (Interaction, Text Production, Text Analysis) An oral presentation, a written response, a reflective response in English An oral examination and a written examination

External Assessment
Contact Teachers Senior Campus: Ms Zheng Ms Tooulou
Stage 2 German Continuers

Focus Capabilities Assumed Knowledge Prerequisite Communication ,Citizenship
20 Credits
Home
Related Subjects German at Continuers Level is designed for students who have studied the language for 300-400 hours by the time they have completed Stage 1, or who have an equivalent level of knowledge. Satisfactory completion of Stage 1 German Continuers 1 and 2 with a C grade or better.
Description In Stage 2 German at Continuers Level, students continue to develop their skills to communicate meaningfully. Students further develop an understanding of how German is used appropriately by using the skills of listening, speaking, viewing, reading and writing for a range of purposes in a variety of contexts. In German Continuers, students have opportunities to: interact with others to exchange information, ideas, opinions and experiences create texts in German to express information, feelings, ideas and opinions analyse texts to interpret meaning examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication. At Stage 2 students explore a range of topics through three themes: the Individual, the German-speaking Communities and the Changing World. Topics covered include: Nature and the environment, Recycling, The arts, Fairy tales and legends, German literature, German history (Reunification)and Tourism and studying abroad. Students undertake an in-depth study demonstrating research and personal reflection on an aspect or aspects of a topic associated with The German-speaking Communities or The Changing World themes. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion. Assessment At Stage 2 subjects have a school assessment component and an external assessment component. Students demonstrate evidence of their learning through the following assessment types: School Assessment Folio In-depth Study External Assessment Contact Teachers Weighting 50% 20% 30% Three to Five Assessments (Interaction, Text Production, Text Analysis) An oral presentation, a written response, a reflective response in English An oral examination and a written examination
Senior Campus: Ms Lazar Ms Tooulou
Stage 2 Modern Greek Continuers

Focus Capabilities Assumed Knowledge Prerequisite Communication ,Citizenship Related Subjects
20 Credits
Home
Greek at Continuers Level is designed for students who have studied the language for 300-400 hours by the time they have completed Stage 1, or who have an equivalent level of knowledge.
Satisfactory completion of Stage 1 Greek Continuers 1 and 2 with a C grade or better.
Description In Stage 2 Greek at Continuers Level, students continue to develop their skills to communicate meaningfully. Students further develop an understanding of how Greek is used appropriately by using the skills of listening, speaking, viewing, reading and writing for a range of purposes in a variety of contexts. In Greek Continuers, students have opportunities to: interact with others to exchange information, ideas, opinions and experiences create texts in Greek to express information, feelings, ideas and opinions analyse texts to interpret meaning examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.
At Stage 2 students explore a range of topics through three themes: the Individual, the Greek-speaking Communities and the Changing World. Topics covered include: Migration, Employment, Environment, Relationships, History and Literature. Students undertake an in-depth study demonstrating research and personal reflection on an aspect or aspects of a topic associated with The Greek-speaking Communities or The Changing World themes. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion. Assessment At Stage 2 subjects have a school assessment component and an external assessment component. Students demonstrate evidence of their learning through the following assessment types:
School Assessment

External Assessment
Contact Teachers
Senior Campus: Ms Karamanis, Ms Tooulou
Stage 2 Italian Continuers

20 Credits
Home
Related Subjects Italian at Continuers Level is designed for students who have studied the language for 300-400 hours by the time they have completed Stage 1, or who have an equivalent level of knowledge. Satisfactory completion of Stage 1 Italian Continuers 1 and 2 with a C grade or better.
Description In Stage 2 Italian at Continuers Level, students continue to develop their skills to communicate meaningfully. Students further develop an understanding of how Italian is used appropriately by using the skills of listening, speaking, viewing, reading and writing for a range of purposes in a variety of contexts. In Italian Continuers, students have opportunities to: interact with others to exchange information, ideas, opinions and experiences create texts in Italian to express information, feelings, ideas and opinions analyse texts to interpret meaning examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication. At Stage 2 students explore a range of topics through three themes: the Individual, the Italian-speaking Communities and the Changing World. Topics covered include: Travel, Technology and Internet, Youth in Italy. Students undertake an in-depth study demonstrating research and personal reflection on an aspect or aspects of a topic associated with The Italian -speaking Communities or The Changing World themes. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion. Assessment At Stage 2 subjects have a school assessment component and an external assessment component. Students demonstrate evidence of their learning through the following assessment types: School Assessment Folio In-depth Study External Assessment Contact Teachers Weighting 50% 20% 30% Three to Five Assessments (Interaction, Text Production, Text Analysis) An oral presentation, a written response, a reflective response in English An oral examination and a written examination Senior Campus: Ms Moffa, Ms Tooulou
Stage 2 Japanese Beginners

Focus Capabilities Assumed Knowledge Communication ,Citizenship Related Subjects
20 Credits
Home
Japanese at Beginners Level is designed for students who completed Stage 1 Japanese at Beginners level. Satisfactory completion of Stage 1 Japanese Beginners 1 and 2 with a C grade or better. Eligibility criteria to apply for entry into Japanese at Beginners Level: Japanese at Beginners level is designed for senior secondary students with no prior knowledge or experience of the language (whether spoken or written) who wish to begin their study of the language at Stage 1. Applications for enrolment are made via the school to the SACE Board who makes decisions on the status of the application
Prerequisite
Description Japanese at Beginners Level is designed for students with little or no previous knowledge and/or experience of the language before undertaking Stage 1, and is designed as a 2-year course of study for students who wish to begin their study of the language at senior secondary level. Students will have studied Japanese at Beginners level for 200 to 240 hours by the time they have completed Stage 2. Therefore students develop their language skills and intercultural understanding at an intensive rate. In Japanese at Beginners Level students explore the three themes of Relationships, Lifestyles, and Experiences from the perspectives of The Personal World and The Japanese speaking Communities. Students develop and apply their skills of listening, speaking, reading and writing and intercultural knowledge, understanding, and skills to: interact with others in Japanese in interpersonal situations create texts in Japanese for specific audiences, purposes, and contexts analyse texts that are in Japanese to interpret meaning. Topics are organised to suit students needs and interes ts and include: Family life, home and neighbourhood, Friends, recreation and pastimes, People, places and communities, Future plans and aspirations and Holidays, travel and tourism. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion.
Assessment At Stage 2 subjects have a school assessment component and an external assessment component. Students demonstrate evidence of their learning through the following assessment types:
School Assessment
Weighting 30% 20% 20% 30%

Interacting in spoken Japanese and presentation and discussion in Japanese Writing texts in Japanese and responding to written texts in Japanese Analysing spoken texts and analysing written texts
Interaction Text Production

Text Analysis External Assessment
An oral examination and a written examination
Contact Teachers Senior Campus: Mr Haga Ms Tooulou
Stage 2 Japanese Continuers

20 Credits
Home
Related Subjects Japanese at Continuers Level is designed for students who have studied the language for 300-400 hours by the time they have completed Stage 1, or who have an equivalent level of knowledge. Satisfactory completion of Stage 1 Japanese Continuers 1 and 2 with a C grade or better.
Description In Stage 2 Japanese at Continuers Level, students continue to develop their skills to communicate meaningfully. Students further develop an understanding of how Japanese is used appropriately by using the skills of listening, speaking, viewing, reading and writing for a range of purposes in a variety of contexts. In Japanese Continuers, students have opportunities to: interact with others to exchange information, ideas, opinions and experiences create texts in Japanese to express information, feelings, ideas and opinions analyse texts to interpret meaning examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.
At Stage 2 students explore a range of topics through three themes: the Individual, the Japanese-speaking Communities and the Changing World. Topics covered include: Self, Employment, Significant Japanese People, Social Issues in Japan. Students undertake an in-depth study demonstrating research and personal reflection on an aspect or aspects of a topic associated with The Japanese-speaking Communities or The Changing World themes. Additional Costs: Students may participate in two excursions at an approximate cost of $30 per excursion. Assessment At Stage 2 subjects have a school assessment component and an external assessment component. Students demonstrate evidence of their learning through the following assessment types:
School Assessment

External Assessment
Year 8 Mathematics
Mathematics Curriculum
MYP Learning Area Selection information Mathematics Related Subjects Home
It is compulsory for students to do a full year of mathematics.
The Year 8 course is a general course with mixed ability classes. Description Students learn how to solve everyday problems involving rates, ratios and percentages, apply index laws to whole numbers and define rational and irrational numbers. They evaluate perimeters and areas of common shapes and the volume of three dimensional objects as well as are able to move between units of measurement for area and volume. Students are able to name the features of circles and calculate the areas and circumferences of circles Students factorise and simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships and explain issues related to the collection of data and the effect of outliers on means and medians in that data. Students determine complementary events and calculate the sum of probabilities. Topics include: Whole Numbers Number patterns Fractions Decimals Percentages Integers and Indices Additional Cost:
Ratio and rates Line graphs Linear equations Geometry Measurement Statistics and Probability
There may be excursions and projects with associated costs. All students are invited to participate in a number of Maths competitions at a cost of approximately $6.00 each
Assessment Assessment is against the IBMYP Mathematics Criteria Criterion A Knowledge and understanding Criterion B Investigating patterns Criterion C Communication in mathematics Criterion D Reflection in mathematics Future Study at NMHS Year 9 Mathematics Contact Teachers Middle Campus: Ms Turton
Year 9 Mathematics
MYP Learning Area Selection information Mathematics Related Subjects
Home
It is compulsory students do a full year of Mathematics
The Year 9 course involves grouping the students into Advanced and Standard classes. Students having demonstrated high level problem-solving skills during Year 8 and in mathematics competitions may be invited into a Year 9 Extension Maths group. Description Students solve problems involving simple interest, apply index laws to numbers, express numbers in scientific notation, and explain the use of relative frequencies to estimate probabilities. Students calculate areas of shapes and the volume and surface area of prisms. Using Pythagoras Theorem and trigonometry students find unknown sides of right-angled triangles and apply ratio and scale factors to similar figures. They are able to simplify a range of algebraic expressions and describe the relationship between graphs and equations. Students sketch linear and non-linear graphs and determine the gradient and midpoint of a line segment. Topics include: Year 9 classes cover the following topics to differing degrees of analysis. Financial mathematics Algebra - Expanding and Factorising Non-linear relationships, Quadratics Pythagoras Theorem
Geometric Reasoning Measurement Statistics and Probability Trigonometry
Year 9 Extension Maths Students in this class will cover a hybrid year 9 and year 10 courses. The aim of this course is to prepare students for SACE Stage 1 Pure Maths 1 & 2 and 3 in the one year rather than the usual two years taken by other students. Additional Cost: All students are invited to participate in a number of Maths competitions at a cost of approximately $6.00 each
Assessment Assessment is against the IBMYP Mathematics Criteria Criterion A Knowledge and understanding Criterion B Investigating Patterns Criterion C Communication in mathematics Criterion D Reflection in mathematics Future Study at NMHS Year 10 Pre-Apps Mathematics Year 10 Advanced Mathematics
Contact Teachers Middle Campus: Ms Turton
Year 10 Advanced Mathematics - Semester 1

MYP Learning Area Selection information Description This course is designed for students to develop a sound understanding of the mathematical skills required to apply mathematical thinking to solve real world problems and build a solid foundation to be successful in future studies in mathematics. In Year 10, students use a range of strategies to solve equations, consolidate their understanding of factorising and expanding algebraic expressions, apply algebraic and graphical techniques to find solutions to simultaneous equations and make the connection between equations and their graphs. They describe the statistical relationship of data containing two variables where the independent variable is time, investigate the independence of events and evaluate statistical reports. Students develop their skills at working with Indices and Surds as well as being introduced to the elements of trigonometry of right angled triangles to calculate unknown angles and use Pythagoras Theorem to solve problems. A major aspect of this course will be the use of computing and graphic calculator technology as an aid to understanding and computation Topics include: Indices Surds Equations and Formulae Additional Cost: Mathematics
Home
Related Subjects Students must achieve Level 4 or better in Year 9 mathematics. Those students who do not achieve the required level but are wishing to progress must seek coordinators approval.
Expanding and Factorising Quadratics Pythagoras Theorem Trigonometry
There may be excursions and projects with associated costs. All students are invited to participate in a number of Maths competitions - Australian Maths Trust Competition - $5.00 - UNSW Maths Competition $7.00
Assessment Assessment is against the IBMYP Mathematics Criteria Criterion A Knowledge and understanding Criterion B Investigating patterns Criterion C Communication in mathematics Criterion D Reflection in mathematics Future Study at NMHS Stage 1 Pure Maths Stage 1 Maths Applications Stage 1 Maths Pathways Contact Teachers Middle Campus: Ms Turton
Year 10 Advanced Mathematics - Semester 2

MYP Learning Area Selection information Description This course is designed for the more able maths student and is designed to prepare the students for the complete range of mathematics options in SACE Stage 1. In Year 10, students further develop their skills at graphing and analysing straight line and parabolic graphs as well as working with quadratic functions. Students also study further the techniques of collecting, representing and analysing statistical data and applying their knowledge to investigations involving the aspects of chance and financial mathematics. Students calculate the surface area and volume of a diverse range of prisms to solve practical problems, formulate geometric proofs involving similarity and recognise the relationships between parallel and perpendicular lines. The use of technology will be an integral part of the course. Topics include: Basic Geometry Coordinate Geometry and Variation Quadratic Functions Mathematics
Home
Related Subjects Students must achieve Level 4 or better in Year 9 mathematics. Those students who do not achieve the required level but are wishing to progress must seek coordinators approval.
Statistics Chance and Simulation
Additional Cost: There may be excursions and projects with associated costs. All students are invited to participate in a number of Maths competitions - Australian Maths Trust Competition - $5.00 - UNSW Maths Competition $7.00 Assessment Assessment is against the IBMYP Arts Criteria Criterion A Criterion B Criterion C Criterion D Knowledge and understanding Investigating patterns Communication in mathematics Reflection in mathematics Contact Teachers Middle Campus: Ms Turton Maximum 8 Maximum 8 Maximum 6 Maximum 6
Future Study at NMHS Stage 1 Pure Maths Stage 1 Maths Applications Stage 1 Maths Pathways
Year 10 Pre Apps Mathematics - Semester 1

MYP Learning Area Selection information Description This course is designed for those students who need more time to develop mathematical skills and understandings to a level that will enable them to operate effectively in SACE Stage 1 Maths Applications and Maths Pathways. The course has a focus upon procedural skills rather than complex concept development. The scheduled time for each topic allows for a more gradual progression so that students can develop the connections between the different mathematical topics In Year 10, students factorise and expand algebraic expressions, find unknowns in formulas after substitution, use a range of strategies including algebraic and graphical to solve equations, make the connection between equations and their graphs. They solve simple quadratic equations and pairs of simultaneous equations. Students use triangle and angle properties to prove similarity and use trigonometry to calculate unknown lengths and angles in right-angled triangles. A key component of this course will be the use of computing and graphic calculator technology as an aid to understanding. Topics include: Linear Relationships - Solving Equations Algebra - Expanding and Factorising Additional Cost: Mathematics Related Subjects Year 10 Pre Apps Mathematics Semester 2
Home
Indices and Surds Pythagoras Rule Trigonometry
There may be excursions and projects with associated costs. All students are invited to participate in a number of Maths competitions - Australian Maths Trust Competition $5.00 - UNSW Maths Competition $7.00
Assessment Assessment is against the IBMYP Mathematics Criteria Criterion A Knowledge and understanding Criterion B Investigating patterns Criterion C Communication in mathematics Criterion D Reflection in mathematics Future Study at NMHS Stage 1 Maths Applications Stage 1 Maths Pathways
Maximum 8 Maximum 8 Maximum 6 Maximum 6 Contact Teachers Middle Campus: Ms Turton
Year 10 Pre Apps Mathematics - Semester 2

MYP Learning Area Selection information Description This course is designed for those students who are looking to further develop their skills and understandings so that they will be well prepared for SACE Stage 1 Maths Applications and Maths Pathways. This course aims to develop a deeper understanding of the mathematical skills required to apply mathematical thinking to the solving of real world problems. In Year 10, students recognise the connection between simple and compound interest in financial contexts, describe statistical relationships, analyse statistical reports, interpret and evaluate media statements, compare data sets and determine probabilities. Students calculate the surface area and volume of a diverse range of prisms, find unknown lengths and angles using applications of trigonometry, formulate geometric proofs and recognise the relationships between parallel and perpendicular lines. This course will further develop the use of computing and graphic calculator technology as an aid to understanding so that the students are prepared for the technology use requirements of SACE Stage 1. Topics include: Measurement Geometry Financial Mathematics Additional Cost: Mathematics Related Subjects Year 10 Pre Apps Mathematics Semester 1
Home
Probability Statistics
There may be excursions and projects with associated costs. All students are invited to participate in a number of Maths competitions - Australian Maths Trust Competition - $5.00 - UNSW Maths Competition $7.00
Assessment Assessment is against the IBMYP Mathematics Criteria Criterion A Knowledge and understanding Criterion B Investigating patterns Criterion C Communication in mathematics Criterion D Reflection in mathematics Future Study at NMHS Stage 1 Pure Maths Stage 1 Maths Applications and Stage 1 Maths Pathways Contact Teachers Middle Campus: Ms Turton
Stage 1 Pure Mathematics 1, 2, 3 and 4

Focus Capabilities Assumed Knowledge Prerequisites Communication, Learning, Personal Development Nil Related Subjects
10 Credits each
Home Stage 1 Mathematics Application
Completion of Year 10 Mathematics (not Pre-application Mathematics) with a Level 5 (B grade) or better. Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval.
Description The four Pure Mathematics semester subjects are independent but work to reinforce concepts and understanding in Mathematics as a whole. In the study of mathematics students participate in a wide variety of problem-solving activities. The subject gives students the abilities and skills required in the workplace and in everyday life. 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. Stage 1 Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve C grade or better in this subject meet the compulsory 10-credit numeracy requirement. Pure Mathematics 1 and 2 are run in semester 1 and Pure Mathematics 3 and 4 are run in semester 2. Each subject is worth 10 credits. Combinations of Units Students wishing to undertake Mathematical Methods or Mathematical Studies in Stage 2 should, as a minimum study Pure Mathematics 1 and Pure Mathematics 2 in Stage 1. Hence two semesters of Mathematics as a minimum. However it is strongly recommended that students wishing to study Mathematical Methods or Mathematical Studies in Stage 2 should in addition study Pure Mathematics 4. Hence three semesters of Mathematics as a recommendation. Students wishing to undertake Mathematical Studies and Specialist Mathematics in Stage 2 need to study Pure Mathematics 1, Pure Mathematics 2 and Pure Mathematics 3 in Stage 1. Hence three semesters of Mathematics as a minimum. Students must undertake Mathematical Studies if they intend to study Specialist Mathematics at Stage 2. Additional Costs: Nil
Content Stage 1 Mathematics consists of the following topics: Pure Mathematics 1 Functions & Graphs Models of Growth Statistics Pure Mathematics 2 Quadratic and Other Polynomials Coordinate Geometry Pure Mathematics 3 Planar Geometry Periodic Phenomena Vectors Pure Mathematics 4 Introduction to binomial statistics Linear programming Matrices Introduction to Calculus
At Stage 1 students can enrol in either Mathematics or Mathematical Applications. Topics are of two different types; those that provide a background for students proceeding to Stage 2 Mathematical Methods, Mathematical Studies, and Specialist Mathematics subjects; and those that provide a background for students proceeding to Stage 2 Mathematical Applications. 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 Future Study at NMHS Stage 2 Mathematical Studies Stage 2 Mathematical Methods Stage 2 Specialist Mathematics 40% 60% Investigations Tests/Assignments
Contact Teachers Senior Campus: Mr Chave Middle Campus: Ms Turton
Mathematics Pathways beyond school
Stage 1 Mathematical Applications A (Business Focus)

Focus Capabilities Assumed Knowledge Prerequisites Communication, Learning, Personal Development Nil Related Subjects
10 Credits
Home
Stage 1 Mathematical Applications B, Stage 1 Pure Mathematics
A Level 4 (C grade) or better in Year 10 Pre-Applications Mathematics or Year 10 Mathematics.
Description This course is designed to develop skills in personal finance and everyday Mathematics. The subject examines earning and spending and the appropriate use and interpretation of data in context. . *Note: Mathematical Applications A and B are independent programs of work, it is not a requirement to have completed Mathematical Applications A in order to study Mathematical Applications B. However, students wishing to complete only one semester of Mathematics at Stage 1 are strongly encouraged to select Mathematical Applications A as Mathematical Applications B is closely linked to Stage 2 Mathematical Applications Additional Costs: Nil 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 40% 60% Investigations Tests/Assignments Contact Teachers Senior Campus: Mr Chave Middle Campus: Ms Turton
Future Study at NMHS Stage 1 Mathematical Applications B Stage 2 Mathematical Applications
Stage 1 Mathematical Applications B (Business Focus)

Focus Capabilities Assumed Knowledge Pre-requisites Communication, Learning, Personal Development Nil Related Subjects
10 Credits
Home
Stage 1 Mathematical Applications A
Description This subject is designed for students who are considering a career in a commerce related field such as retail, travel agents or other small businesses. The subject examines saving and borrowing, loans and investments and statistics. This course leads directly into Stage 2 Mathematical Applications and therefore, although not a pre-requisite, is strongly recommended for those students wishing to study this Stage 2 course. *Note: Mathematical Applications A and B are independent programs of work, it is not a requirement to have completed Mathematical Applications A in order to study Mathematical Applications B. However, students wishing to complete only one semester of Mathematics at Stage 1 are strongly encouraged to select Mathematical Applications A as Mathematical Applications B is closely linked to Stage 2 Mathematical Applications Additional Costs: Nil 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 Future Study at NMHS Stage 2 Mathematical Applications 40% 60% Investigation Tests/Assignments
Stage 1 Mathematics Pathways A (Industry Maths)

Focus Capabilities Assumed Knowledge Prerequisites Communication, Work, Personal Development, Citizenship Nil A Level 4 (C grade) or better in Year 10 Pre-Applications Mathematics or Year 10 Mathematics . Related Subjects
10 Credits
Home
Stage 1 Mathematics Pathways B, Stage 1 Mathematics Application
Description Maths Pathways is designed to prepare students for entry into technical trades such as building and others where estimation of quantities and calculations using formulae and tables is needed in day to day work. This subject is particularly designed to prepare students for the pre-trade tests used in many industries. Students who wish to enter more advanced technical trades, for example in the electro-technology area should consider doing Pure Mathematics in Stage 1 followed by Mathematics Methods or Maths Studies in stage 2. This would require a much better result in Year 10 Maths. Mathematical concepts covered in Mathematics Pathways A are workplace calculations and estimations. Students who achieve a grade of C or higher in Mathematics Pathways Stage 1 may proceed to Mathematics Pathways in Stage 2 where they will follow up with more complex mathematical methods needed for some trades. A C grade or better in this subject will satisfy the compulsory 10-credit SACE numeracy requirement. *Note: Mathematics Pathways A and B are independent programs of work, it is not a requirement to have completed Mathematics Pathways A in order to study Mathematics Pathways B. Additional Costs: Nil Assessment Schools may adapt the school-based assessment component and/or design a local school-based assessment component, using the recommended assessment types as a guide. The design of the school-based assessment component may be negotiated with students. Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Investigations Folio Skills and Applications Tasks Future Study at NMHS Stage 1 Mathematics Pathways B Stage 2 Mathematics Pathways 40% 60% Investigations Tests/Assignments
Stage 1 Mathematics Pathways B (Industry Maths)

Focus Capabilities Assumed Knowledge Pre-requisites Communication, Learning, Personal Development Nil Related Subjects
10 Credits
Home
Stage 1 Mathematics Pathways A, Stage 1 Mathematics Application
Description Maths Pathways is designed to prepare students for entry into technical trades such as building and others where estimation of quantities and calculations using formulae and tables is needed in day to day work. This subject is particularly designed to prepare students for the pre-trade tests used in many industries. Students who wish to enter more advanced technical trades, for example in the electro-technology area should consider doing Pure Mathematics in Stage 1 followed by Mathematics Methods or Maths Studies in stage 2. This would require a much better result in Year 10 Maths. Mathematical concepts covered in Mathematics Pathways B are financial aspects of work, including earning, spending, tax and costing. Students who achieve a grade of C or higher in Mathematics Pathways Stage 1 may proceed to Mathematics Pathways in Stage 2 where they will follow up with more complex mathematical methods needed for some trades. A C grade or better in this subject will satisfy the compulsory 10-credit SACE numeracy requirement. *Note: Mathematics Pathways A and B are independent programs of work, it is not a requirement to have completed Mathematics Pathways A in order to study Mathematics Pathways B. Additional Costs: Nil
Assessment Schools may adapt the school-based assessment component and/or design a local school-based assessment component, using the recommended assessment types as a guide. The design of the school-based assessment component may be negotiated with students. Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Investigations Folio Skills and Applications Tasks Future Study at NMHS Stage 2 Mathematics Pathways 40% 60% Investigation Tests/Assignments
Stage 1 Numeracy For Work and Community Life

Focus Capabilities Assumed Knowledge Prerequisites Nil Communication, Work, Personal Development, Citizenship, Learning Related Subjects Nil
10 Credits
Home
Description Numeracy for Work and Community Life enables students to build on their knowledge and understanding of mathematical information and its relationship to everyday contexts. This subject is intended primarily for those students who, through their Personal Learning Plans, have identified numeracy skills as an area in need of development. A strong emphasis will be placed on the development and application of basic numeracy skills in a range of contexts. This subject provides opportunities for students to meet the SACE numeracy requirement and to gain additional numeracy support for their studies and future pathways. Students who gain a C grade or better in this subject can count the credits towards the numeracy requirement of the SACE. Students will be given the opportunity to develop and apply basic numeracy skills, with an emphasis on decimals, percentages and fractions in a range of contexts. Students will either individually or in a group, apply basic numeracy skills to solve problems in real life contexts. Whilst the use of technology (eg calculators, excel spreadsheets) is encouraged, there will also be a strong emphasis on the development of mental arithmetic techniques. Additional Costs: Nil 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 40% 60% Investigations Tests/Assignments Contact Teachers Senior Campus: Mr Chave Middle Campus: Ms Turton
Future Study at NMHS Numeracy for work and Community Life does not lead to any further Stage 1 or stage 2 subjects
Stage 2 Mathematical Studies

Focus Capabilities Assumed Knowledge Prerequisites Communication, citizenship, personal development, work and learning. See Prerequisites Related Subjects
20 Credits
Home Specialist Mathematics, Mathematical Methods
Stage 1 Pure Mathematics 1 and 2 at B grade level or higher level. Stage 1 Pure Mathematics 4 at a B grade level or higher is recommended.
Description Stage 2 Mathematical Studies is a 20-credit subject. Through the study of Mathematical Studies students explore, describe and explain aspects of the world around them in a mathematical way. Students understand fundamental concepts, demonstrate mathematical skills, and apply routine mathematical procedures, making informed and critical use of electronic technology. Content Stage 2 Mathematical Studies is a 20-credit subject that consists of the following three topics: Topic 1: Working with Statistics Topic 2: Working with Functions and Graphs Using Calculus Topic 3: Working with Linear Equations and Matrices. Each topic consists of a number of subtopics, which are presented as key questions and ideas. Additional Costs: Students are strongly recommended to purchase the following: Revision Guide (approx. $20) Graphics Calculator (approx. $200)
Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types: Investigation Folio Skills and Applications Tasks External assessment 25% 45% 30% Investigations Tests/Assignments Examination Information on the External Assessment
Examination (3 hours) Students undertake a 3-hour external examination based on the subtopics and key questions and key ideas outlined in the three topics. The examination will consist of a range of questions, some focusing on knowledge and routine skills and applications, and others focusing on analysis and interpretation. Students will have access to the appropriate technology during the examination. The examination will be marked by external assessors with reference to the performance standards.
Contact Teacher Senior Campus: Mr Chave
Stage 2 Specialist Mathematics

Focus Capabilities Assumed Knowledge Prerequisites Communication, citizenship, personal development, work and learning. Related Subjects
20 Credits
Home
Students must have attained B grade or better in Pure Maths 1, 2 and 3 and must also be studying Mathematical Studies.
Description Stage 2 Specialist Mathematics is a 20-credit subject. Specialist Mathematics is designed to be taken in conjunction with Stage 2 Mathematical Studies. Through the study of Specialist Mathematics students gain insight, understanding, knowledge, and skills that are pre-requisites for tertiary courses in Mathematical Sciences, Engineering, Computer and Physical Sciences and Surveying. Students envisaging careers in other related fields such as Statistics, Economics and Commerce may also benefit from studying this subject. Content Stage 2 Specialist Mathematics is a 20-credit subject that consists of the following five topics: Topic 1: Trigonometric Preliminaries Topic 2: Polynomials and Complex Numbers Topic 3: Vectors and Geometry Topic 4: Calculus Topic 5: Differential Equations.
Each topic consists of a number of subtopics, which are presented as key questions and ideas. Additional Costs: Students are strongly recommended to purchase the following: Revision Guide (approx. $20) Graphics Calculator (approx. $200)
Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Investigation Folio Skills and Applications Tasks External assessment 25% 45% 30% Investigations Tests/Assignments Examination
Information on the External Assessment Examination (3 hours) Students undertake a 3-hour external examination based on the subtopics, key questions and key ideas outlined in the five topics. The examination will consist of three sections, the first focusing on knowledge and routine skills and applications, the second focusing on more complex questions, and the third focusing on investigative questions. The examination will be marked by external assessors with reference to the performance standards.
Contact Teachers Senior Campus: Mr Chave
Stage 2 Mathematical Methods

20 Credits
Home
Mathematical Studies, Mathematical Applications
Stage 1 Pure Mathematics 1 and 2 at C grade level or higher level. Stage 1 Pure Mathematics 4 at a C grade level or higher is recommended.
Description Through the study of Mathematical Methods students participate in a wide variety of problem-solving activities, they express and interpret mathematical ideas, and use appropriate instruments, technology, and networks to access information, process ideas, and communicate results. Content Stage 2 Mathematical Methods is a 20-credit subject that consists of the following four topics: Topic 1: Working with Statistics Topic 2: Algebraic Models from Data Working from Observation Topic 3: Calculus Describing Change Topic 4: Linear Models Managing Resources. Each topic consists of a number of subtopics, which are presented as key questions and ideas. Additional Costs: :Students are strongly recommended to purchase the following: Revision Guide (approx. $20) Graphics Calculator (approx. $200) Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types: Investigation Folio 25% Investigations
Skills and Applications Tasks External assessment
45% 30%
Tests/Assignments Examination Information on the External Assessment
Examination (3 hours) Students undertake a 3-hour external examination based on the subtopics and key questions and key ideas outlined in the four topics. The examination will consist of a range of questions focusing on knowledge and routine skills and applications; and analysis and interpretation. Students will have access to the appropriate technology during the examination. The examination will be marked by external assessors with reference to the performance standards. Contact Teacher Senior Campus: Mr Chave
Stage 2 Mathematical Applications (Business Focus)

20 Credits / 10 Credits
Home
Mathematical Methods, Mathematics in the Community
Stage 1 Mathematical Applications A and B at B grade level or higher. Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval.
Description Stage 2 Mathematical Applications enables students to appreciate, experience and understand mathematics as a growing body of knowledge in contemporary situations. It gives relevance and meaning to their world and the world of enterprise. The subject provides opportunities for students to experience and learn the mathematical processes associated with investigating, modelling and solving problems drawn from real or realistic contexts. Content Stage 2 Mathematical Applications can be studied as a 10-credit subject or a 20-credit subject. The subject is divided into two separate semesters. For a 10-credit subject, students complete one semester. For a 20-credit subject, students complete a full year. Semester 1 Topic 6: Share Investments Topic 7: Statistics and Working with Data Semester 2 Topic 2: Investment and Loans Topic 3: Mathematics and Small Business
Additional Costs: Students are strongly recommended to purchase the following: Revision Guide (approx. $20) Graphics Calculator (approx. $200)
Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Investigation Folio Skills and Applications Tasks External assessment 40% 30% 30% Investigations Tests/Assignments Examination Information on the External Assessment 2 Examinations (1 hours each) Examinations are set by the SACE Board and conducted twice yearly, at the end of semester 1, and again at the end of semester 2. Each examination is 90 minutes long. For a 10-credit subject students will undertake one examination, at the end of the semester in which they complete their study. For a 20-credit subject, students will undertake both examinations. The examination is based on the key questions and key ideas outlined in the two topics studied in the semester. The examination will be marked by external assessors with reference to performance standards.
Stage 2 Mathematics In The Community

Focus Capabilities Prerequisites
(Industry Maths)
20 Credits
Home
Communication, citizenship, personal Community Studies Related development, work and learning. Stage 1 Mathematics Pathways A & B Subjects Stage 1 Mathematics Pathways A and B both at B level or better OR Stage 1 Mathematical Applications A and/or B at C grade or better. Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval.
Description Industry Mathematics is run as a Community Studies variant with a heavy focus on Mathematics. This topic is only designed for students who are interested in industry/trade career pathways and not University entrance. The course is not a Tertiary Admissions Subject but better caters to the needs of students interested in trade careers. Students suited to this course may already be doing some external VET courses and should understand the importance of gaining better grasp of some Mathematical concepts. Industry Mathematics articulates with the Stage 1 Mathematics Pathways subject, building upon most content. This subject is offered over 2 semesters and is worth 20 credits. Industry Mathematics will not allow students to achieve the numeracy requirement in the SACE. Rather, students should have achieved this compulsory unit by fulfilling the prerequisites of this subject.
Content
The topics covered in this subject will be developed to suit the needs of the students enrolled in such a way as to comply with the SACE Board requirements. Topics Topic 1: Mathematics Foundation Skills Topic 2: Applied Geometry Students also have opportunities for focused development of: the capabilities for work, communication, and learning planning and organising relevant activities reflecting on and documenting their own learning Topic 3: Investment and Loans Topic 4: Mathematics and Small Business
Additional Costs: Nil
Assessment Students demonstrate evidence of their learning through the following assessment types Contract of Work External assessment 70% 30% Contract of Work Reflection Information on the External Assessment Reflection Students review and evaluate their learning experiences. After completing the community activity and receiving feedback from their community contact(s) and others (including the audience of their presentation), students reflect in detail on what they have learnt and the value of their community activity to themselves and to the community. This reflection may be presented using one or a combination of the following forms: written, oral, visual, or digital. Students include with their reflection the contract of work and evidence of feedback from their community contact(s). These will not be externally assessed but will provide the teacher and the assessor with a context for the students community activity and ena ble a clearer understanding of the learning that has taken place. Contact Teachers Senior Campus: Mr Chave, Mr. Naylor
Year 8 Science
Science Curriculum
MYP Learning Area Selection information Description In Year 8, students are introduced to cells as microscopic structures that explain properties of living systems and analyse the relationship between structure and function at cell, organ and system level. Students explore changes in matter at a particle level to distinguish between chemical and physical change and use this model to explain and predict the properties of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems, including the role of heat and kinetic energy in the rock cycle. MYP science aims to provide students with both a body of knowledge and an understanding of the scientific approach to problem solving. The ability to formulate hypotheses, design and carry out investigations to test them, analyse data and apply their scientific knowledge to evaluate results, constitutes the framework within which specific content is presented. Topics include: Working Scientifically Cells Elements, compounds and mixtures Additional Cost: Rocks Growth and Reproduction Physical and Chemical change Energy Living systems Exploration and mining Science Related Subjects Home
It is compulsory for students to do a full year of science.
There are some excursions e.g. the Zoo at a cost of approximately $5.00. All students are invited to participate in a number of Science competitions - Science & Engineering Challenge - no cost - Rio Tinto Big Science Competition - $5.00 - UNSW Science Competition - $7.00
Assessment Assessment is against the IBMYP Science Criteria One World Criterion A Communication in Science Criterion B Knowledge and Understanding Criterion C Scientific Inquiry Criterion D Interpreting data Criterion E Attitudes in Science Criterion F Future Study at NMHS Year 9 Science
Maximum 8 Maximum 8 Maximum 6 Maximum 6 Maximum 6 Maximum 6 Contact Teachers Middle Campus: Ms Turton
Year 9 Science
Science Curriculum
MYP Learning Area Selection information Description In Year 9, students are introduced to the idea of the atom as a system of protons, electrons and neutrons. They learn that matter can be rearranged through chemical change and examples of important chemical reactions. Students are introduced to the concept of the conservation of matter and begin to develop a better understanding of energy transfer and apply their understanding of energy and forces to explain global features and events in terms of geological processes. Students analyse how biological systems function and respond to external changes with reference to the relationship between biotic and abiotic components of ecosystems. Students pose questions that can be investigated using a range of inquiry skills, design methods that include the control and accurate measurement of variables. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results to be able to evaluate their method and the quality of their data, and explain specific actions to improve the quality of their evidence. Topics include: Science skills The atom Reaction types Important Materials Additional Costs Electrical Energy Electromagnetic Radiation Heat, Light & Sound Body Coordination Disease Ecosystems Plate Tectonics Science Related Subjects Home
It is compulsory students do a full year of Science
All students are invited to participate in a number of Science competitions. - Science & Engineering Challenge - no cost - Rio Tinto Big Science Competition - $5.00 - UNSW Science Competition - $7.00
Assessment Assessment is against the IBMYP Science Criteria One World Criterion A Communication in Science Criterion B Knowledge and Understanding Criterion C Scientific Inquiry Criterion D
Criterion E Criterion F
Interpreting data Attitudes in Science
Maximum 6 Maximum 6 Contact Teachers Middle Campus: Ms Turton
Future Study at NMHS Year 10 21st Century Science Year 10 Real World Science Year 10 Science of the Mind Year 10 Forensic Science Year 10 Environmental Science
Year 10 Environmental Science

Science Curriculum
MYP Learning Area Selection information Science Related Subjects
Home
This unit runs for one semester. Students may choose to do this unit in either semester.
Description Students learn that knowledge of science helps them understand and shape the world in which we live, as well as learn to care for it and conserve it. They gain an awareness of how they can initiate and participate in informed discussions to argue and act for protection and conservation of our environment. In the course there is an emphasis on the biological sciences. Students discover the impact organisms have on ecosystems, explore the flow of matter and energy, and the effect of change and continuity. They learn to take an inquiry-based approach to their work, gathering information, evaluating evidence, synthesising new knowledge, and applying their learning to solving environmental problems. Students who have shown an interest in working with community groups on environmental projects will find the course beneficial. Topics include: Defining the Environment and Community - Sustainability - Food chains and food webs Human Impact on Ecosystems - Water testing
- Soil testing Plant and Animal Diversity - Biodiversity - Effect of introduced species - Impact of reducing biodiversity
Additional Costs - Several excursions are programmed to sites including Urrbrae Wetlands and Goolwa Landcare Revegetation Project. Each excursion may cost approximately $5.00. All students are invited to participate in a number of Science competitions. Assessment Assessment is against the IBMYP Science Criteria Criterion A One World Criterion B Communication in Science Criterion C Knowledge and Understanding Criterion D Scientific Inquiry Criterion E Interpreting data Criterion F Attitudes in Science Future Study at NMHS Stage 1 Biology Stage 1 Psychology Stage 1 Nutrition Contact Teachers Middle Campus: Ms Turton
Maximum 8 Maximum 8 Maximum 6 Maximum 6 Maximum 6 Maximum 6
Year 10 Forensic Science

Science Curriculum
MYP Learning Area Selection information Science Related Subjects Home
Description Students acquire an understanding of a broad range of scientific concepts that can be used to examine, analyse and interpret evidence as part of Forensic Science Investigation. Through an interdisciplinary approach, students gain an awareness of biology by examining how the principles of genetics can be used in forensic science to discriminate between fingerprints, blood groupings and DNA fingerprints; the basics of chemistry underpin flame tests, students learn about the properties of metal elements and an understanding of physics to explain the principles of light when discussing spectroscopes. Students use an inquiry-based approach to their work, gathering information, evaluating evidence, synthesising new knowledge, and applying their learning to related ideas and issues. They construct evidence-based arguments and select appropriate formats to communicate science ideas for specific purposes to a range of audiences. Topics include: Biology Topics Microscopic analysis - Examination and identification of fibres - Examination and identification of hairs Blood Groups DNA Fingerprinting Latent Fingerprints Chemistry Topics Flame Colours - Identifying metal ions Thin Layer Chromatography Physics Topics Fluorescence under UV light Using Light Spectroscopes
Additional Costs: Excursions are programmed into the Forensic Science course such as Flinders University. Each excursion costs approximately $6.00.
Assessment Assessment is against the IBMYP Science Criteria Criterion A Criterion B Criterion C Criterion D Criterion E Criterion F One World Communication in Science Knowledge and Understanding Scientific Inquiry Interpreting data Attitudes in Science
Contact Teachers Middle Campus: Ms Turton
Future Study at NMHS Stage 1 Biology Stage 1 Psychology Stage 1 Nutrition
Year 10 Science of the Mind

Science Curriculum
MYP Learning Area Selection information Description Science of the Mind is an introduction to Psychology and aims to show students how psychology is connected to both life sciences and the humanities. The study of psychology enables students to understand their own behaviour and the behaviours of others. Students are given an insight into biological factors (hormones, brain structure, genetic inheritance); basic processes (perception, cognition, emotion); personal factors (intelligence, personality) that help provide an explanation of human behaviour. Integral to this are the cultural and social aspects of our lives that influence who we are and how we act, specifically at particular stages of development such as adolescence. Psychology builds on the scientific method by involving students in the collection and analysis of qualitative and quantitative data. By emphasising evidence-based procedures (i.e. observation, experimentation and experience), the subject allows students to develop useful skills in analytical and critical thinking, and in making inferences. At the completion of this unit students should be able to reflect on how they have benefited from studying this unit and look at how society, in general, benefits from the study of behaviour. TOPICS INCLUDE: How vulnerable the human brain is to psychoactive drugs, hormones, nutrition, disease and medicines. Mental processes and behaviour Endocrine system: hormones How the brain works Mental Disorders Human nervous system Thinking, problem solving and memory Reflex action: stimulus and response model How people learn. Assessment Assessment is against the IBMYP Science Criteria Criterion A Criterion B Criterion C Criterion D Criterion E Criterion F One World Communication in Science Knowledge and Understanding Scientific Inquiry Interpreting data Attitudes in Science Contact Teachers Middle Campus: Ms Turton Maximum 8 Maximum 8 Maximum 6 Maximum 6 Maximum 6 Maximum 6 Science Related Subjects
Home
Future Study at NMHS Stage 1 Biology Stage 1 Psychology and Stage 1 Nutrition
Year 10 Science for the 21st Century

Science Curriculum
MYP Learning Area Selection information Science Home Related Subjects Students must achieve Level 4 or better in Year 9 science. Those students who do not achieve the required level but are wishing to progress must seek coordinators approval.
Description
Students study topics relating to life in the 21st Century and examine how theories in science developed over time. They learn scientific inquiry commonly involves teams of people. Students are required to pose questions and independently design appropriate methods of investigation. They will be able to analyse data, explain any sources of error and justify their conclusions. Students learn the knowledge and skills that will be beneficial if they choose to pursue further studies in Stage 1 Chemistry, Biology and Physics. Chemistry Topics Atomic Structure: students discover how the structure of an atom determines its position on the periodic table and use this to make predictions about the properties of an element. They will learn about different types of chemical bonding and writing chemical formulae. Students investigate the development of the periodic table and how this was dependent on experimental evidence at the time Chemical Reactions: Students investigate how chemistry can be used to produce a range of useful products. They predict the products of different types of simple chemical reactions and represent these reactions using word or symbol equations. Students investigate the effect of a range of factors, such as temperature & catalysts, on the rate of chemical reactions Physics Topic Electromagnetic Waves: Students interpret physical phenomena through a study of light and matter, and atoms and nuclei. They will learn specifically about the Electromagnetic Spectrum, Wave theory, and types of waves. Students investigate how advances in science and emerging technologies can significantly affect peoples lives, society and the environment; including generating new career o pportunities. Biology Topic: Getting into Genes: Students explore the genetic basis for inherited characteristics passed from both parents to offspring. They are able to represent patterns of inheritance of a dominant/recessive characteristic through generations of a family and predict ratios of offspring genotypes and phenotypes in crosses. Students are able to distinguish between DNA, genes and chromosomes and describe mutations as changes in DNA and factors that contribute to causing them. Additional Costs: All students are invited to participate in a number of Science competitions, - Science & Engineering Challenge - no cost - Rio Tinto Big Science Competition - $5.00
- UNSW Science Competition - $7.00 Assessment Assessment is against the IBMYP Science Criteria One World Criterion A Communication in Science Criterion B Knowledge and Understanding Criterion C Scientific Inquiry Criterion D Interpreting data Criterion E Attitudes in Science Criterion F Future Study at NMHS Stage 1 Chemistry S Stage 1 Biology Stage 1 Physics Stage 1 Psychology Stage 1 Nutrition
Maximum 8 Maximum 8 Maximum 6 Maximum 6 Maximum 6 Maximum 6 Contact Teachers Middle Campus: Ms Turton
Year 10 Real World Science

Science Curriculum
MYP Learning Area Selection information Science Home Related Subjects Students must achieve Level 4 or better in Year 9 science. Those students who do not achieve the required level but are wishing to progress must seek coordinators approval.
Description Students study topics relating to Real world science and examine how theories in science developed over time. They learn scientific inquiry commonly involves teams of people. Students are required to pose questions and independently design appropriate methods of investigation. They will be able to analyse data, explain any sources of error and justify their conclusions. Students learn the knowledge and skills that will be beneficial if they choose to pursue further studies in Stage 1 Chemistry, Biology and Physics. Biology Topic Genetic Engineering: students investigate the impact of applications of gene technologies such as gene therapy and genetic engineering. They consider the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the use of this information for personal use or by organisations such as insurance companies or medical facilities. Physics Topics: Electricity at work: students explore electromagnetism and its use, particularly for producing and transferring electrical energy.The Law of Conservation of Energy states that the total energy is maintained in energy transfer and transformation, students investigate factors that reduce the usable energy in a system making it less than 100% efficient Motion: students explore the concepts of average speed, forces, mass and acceleration. By applying Newtons Laws of Motion students are able to predict how a force affects the movement of an object and to describe the effect of interactions between two objects Additional Costs Students have the opportunity to attend Science career days by the universities such as the Science Alive. All students are invited to participate in a number of Science competitions: Science & Engineering Challenge - no cost, Rio Tinto Big Science Competition - $5.00, UNSW Science Competition - $7.00
Assessment Assessment is against the IBMYP Science Criteria Criterion A Criterion B Criterion C Criterion D Criterion E Criterion F One World Communication in Science Knowledge and Understanding Scientific Inquiry Interpreting data Attitudes in Science Maximum 8 Maximum 8 Maximum 6 Maximum 6 Maximum 6 Maximum 6 Contact Teachers Middle Campus: Ms Turton
Future Study at NMHS Stage 1 Chemistry Stage 1 Psychology Stage 1 Physics Stage 1 Nutrition Stage 1 Biology
Stage 1 Biology A
Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Communication, Learning
10 Credits
Home
Related Stage 1 Biology B Subjects Students should have good literacy skills due to the language requirements of the course and a sound understanding of the experimental process. Level 4 or better in Year 10 Real World and 21st Century Science OR Level 4 or better in on Real World or 21st Century Science and a Level 5 or better in Environmental or Forensic Science. Entry into this course without achieving this grade will only occur by way of teacher recommendation.
Description In Biology students learn about the cellular and overall structures and functions of a range of organisms. They have the opportunity to engage with the work of biologists and to join and initiate debates about how biology impacts on their lives, on society and on the environment. Students design and conduct biological investigations and gather evidence from their investigations. As they explore a range of biology-related issues, students recognise that the body of biological knowledge is constantly changing and increasing through the applications of new ideas and technologies. Topics: Cellular Biology Ecology Classification *Note : Biology A and B are independent programs of work, it is not necessary to have completed Biology A in order to study Biology B Additional Cost: Adelaide Zoo Excursion approximately $10.00. 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 Future Study at NMHS Stage 1 Biology B Stage 2 Biology Stage 2 Scientific Studies 50% 50% Practical Investigations and Research Investigations Tests/Assignments/Oral presentations
Contact Teachers Senior Campus: Mr Le Cornu, Ms Galipo Middle Campus: Ms Turton, Ms Crouch
Stage 1 Biology B
Science Curriculum
10 Credits
Home
Related Stage 1 Biology A Subjects Students should have good literacy skills due to the language requirements of the course and a sound understanding of the experimental process. Level 4 or better in Year 10 Real World and 21st Century Science OR Level 4 or better in on Real World or 21st Century Science and a Level 5 or better in Environmental or Forensic Science. Entry into this course without achieving this grade will only occur by way of teacher recommendation.
Description In Biology students learn about the cellular and overall structures and functions of a range of organisms. They have the opportunity to engage with the work of biologists and to join and initiate debates about how biology impacts on their lives, on society and on the environment. Students design and conduct biological investigations and gather evidence from their investigations. As they explore a range of biology-related issues, students recognise that the body of biological knowledge is constantly changing and increasing through the applications of new ideas and technologies. Topics: Adaptations Natural Selection and Evolution Cellular Reproduction and Genetics *Note: Biology A and B are independent programs of work, it is not necessary to have completed Biology A in order to study Biology B Additional Cost: Nil 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 Future Study at NMHS Stage 1 Biology B Stage 2 Biology Stage 2 Scientific Studies 50% 50% Practical Investigations and Research Investigations Tests/Assignments/Oral presentations Contact Teachers Senior Campus: Mr Chave Middle Campus: Ms Turton
Stage 1 Geology S
Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Communication, Learning Related Subjects
10 Credits
Home Stage 2 Geology
Students should have good literacy skills due to the language requirements of the course. Level 4 (C grade) or better in any Year 10 Science subject. Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval..
Description Students design and conduct geological investigations and gather evidence from fieldwork, experiments and research. Students have the opportunity to engage with the work of practising geologists and join and/or initiate debates about how geology impacts on our own lives, society and the environment. Topics Covered: Rocks and Minerals: Uses of minerals. What is a mineral? How minerals are formed. Practical tests to identify minerals. Rock identification and processes of formation. Uses of Earths Resources: Peoples dependence on minerals from the Earth Metals and their uses. Non -metallic resources. Energy sources. Future suppliers of resources. Mining and the Environment: Why mining and quarrying are necessary activities. Mining and exploration methods. Environmental effects of mining. Career opportunities.

Fieldwork is an essential part of this course. Practical work develops recognition skills of minerals and rocks and how they are identified.
Additional Costs: Students will participate in field trips, which may cost up to $30.00, depending on availability of buses. 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 Future Study at NMHS Stage 2 Geology Stage 2 Scientific Studies 40% 60% Investigations, Practicals Tests/Assignments
Stage 1 Scientific Studies A

Science Curriculum
10 Credits
Home Stage 1 Scientific Studies B
Students should have good literacy skills due to the language requirements of the course. Nil
Description Through Scientific Studies students develop knowledge of scientific principles and concepts through their own investigations. They develop the skills and abilities to explain scientific phenomena, and to draw evidence-based conclusions from investigations of sciencerelated issues. In this way, students develop scientific knowledge and skills to support them in their future career pathways, including those that are science-related and everyday life in a world shaped by science and technology. Content and/or school-based assessment can be varied to develop local programs that suit the needs and interests of the student cohort. An overarching theme or themes should provide opportunities for students to explore links between learning in science and in other areas, and to discuss historical, social, ethical and environmental contexts. For a 10-credit subject, one theme with between two and three topics is suggested. Examples of themes and topics could be: The importance of science in contemporary Australia Climate change, Water conservation, Recycling, Air quality, Sustainability, Carbon trading Biotechnology: Past, present and Future; What is Biotechnology, Human Uses, Environment, Food and Agriculture *Note: Scientific Studies A and B are independent programs of work, it is not a requirement to have completed Scientific Studies A in order to study Scientific Studies B. Additional Costs: Nil
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types. Schools may adapt the school-based assessment component and/or design a local school-based assessment component, using the recommended assessment types as a guide. The design of the school-based assessment component may be negotiated with students. Investigations Folio Skills and Applications Tasks 50% 50% Group Investigation and Issues Investigation Tests/Assignments
Future Study at NMHS Stage 1 Scientific Studies B Stage 2 Scientific Studies
Stage 1 Scientific Studies B

Science Curriculum
10 Credits
Home Stage 1 Scientific Studies A
Students should have good literacy skills due to the language requirements of the course. Nil
Description Through Scientific Studies students develop knowledge of scientific principles and concepts through their own investigations. They develop the skills and abilities to explain scientific phenomena, and to draw evidence-based conclusions from investigations of sciencerelated issues. In this way, students develop scientific knowledge and skills to support them in their future career pathways, including those that are science-related and everyday life in a world shaped by science and technology. Content and/or school-based assessment can be varied to develop local programs that suit the needs and interests of the student cohort. An overarching theme or themes should provide opportunities for students to explore links between learning in science and in other areas, and to discuss historical, social, ethical and environmental contexts. For a 10-credit subject, one theme with between two and three topics is suggested. An example of a theme and topics could be: The importance of science in contemporary Australia Climate change, Water conservation, Recycling, Air quality, Sustainability, Carbon trading *Note: Scientific Studies A and B are independent programs of work, it is not a requirement to have completed Scientific Studies A in order to study Scientific Studies B. Additional Costs: Nil
Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types. Schools may adapt the school-based assessment component and/or design a local school-based assessment component, using the recommended assessment types as a guide. The design of the school-based assessment component may be negotiated with students. Investigations Folio Skills and Applications Tasks Future Study at NMHS Stage 2 Scientific Studies 40% 60% Group Investigation and Issues Investigation Tests/Assignments
Stage 1 Nutrition S
Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Communication, Learning, Personal Development Related Subjects
10 Credits
Home Stage 2 Nutrition
Students should have good literacy skills due to the language requirements of the course. Level 4 (C grade) or better in any Year 10 Science subject and Year 10 English. Entry into this course without achieving this grade will only occur by way of teacher recommendation.
Description Students of Nutrition are presented with up-to-date scientific information on the role of nutrients in the body as well as social and environmental issues in nutrition. Students explore the links between food, health and diet-related diseases. Students have the opportunity to examine factors that influence food choices and reflect on local, national, Indigenous and global concerns and associated issues. They investigate methods of food production and distribution that affect the quantity and quality of food, and consider the ways in which these methods and associated technologies influence the health of individuals and communities. The study of nutrition assists students to reinforce or modify their own diets and lifestyle habits to maximise their health Topics Covered: Students undertake the study of two or three topics which are selected based on student interests. Examples of topics for study include: Macro and Micro Nutrients Psychology of Food Marketing Contaminated Food Sustainable Food Futures Fresh versus Processed Foods Indigenous Australians Safe Food Handling Water Australian Dietary Guidelines & Nutrition in the Lifecycle Food Changes from the Traditional to the Contemporary Organic Food versus Genetically Modified Food
Additional Costs: A cost may be incurred for excursions and materials for individual practical tasks. Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Investigations Folio 40% Investigations, Practicals
Skills and Applications Tasks Future Study at NMHS Stage 2 Nutrition Stage 2 Scientific Studies
60%
Tests/Assignments/Oral Presentations Contact Teachers Senior Campus: Mr Chave Middle Campus: Ms Turton
Stage 1 Psychology 1
Science Curriculum
10 Credits
Home Stage 1 Psychology 2
Students should have good literacy skills due to the language requirements of the course. Level 4 (C grade) or better in any Year 10 Science subject. Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval.
Description The study of psychology enables students to understand their own behaviours and the behaviours of others. It has direct relevance to their personal lives. Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relationships, child rearing, employment and leisure. Stage 1 and Stage 2 Psychology builds on the scientific method by involving students in the collection and analysis of qualitative and quantitative data. By emphasising evidence-based procedures (i.e. observation, experimentation and experience) the subject allows students to develop useful skills in analytical and critical thinking, and in making inferences. Topics Covered: Introduction to Psychology (research methods) Social Influence and Interaction Emotion 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 Future Study at NMHS Stage 1 Psychology 2 Stage 2 Psychology 50% 50% Group Investigation and Issues Investigation Tests and Assignments
Stage 1 Psychology 2
Science Curriculum
10 Credits
Home Stage 1 Psychology 1
Students should have good literacy skills due to the language requirements of the course. Enrolment in Psychology 1
Description The study of psychology enables students to understand their own behaviours and the behaviours of others. It has direct relevance to their personal lives. Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relationships, child rearing, employment and leisure. Stage 1 and Stage 2 Psychology builds on the scientific method by involving students in the collection and analysis of qualitative and quantitative data. By emphasising evidence-based procedures (i.e. observation, experimentation and experience) the subject allows students to develop useful skills in analytical and critical thinking, and in making inferences. Topics Covered : Brain and Behaviour or Intelligence Cognition Human Psychological Development Additional Cost: Nil 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 Future Study at NMHS Stage 2 Psychology 50% 50% Group Investigations and Issues Investigations Tests and Assignments
Stage 1 Chemistry 1
Science Curriculum
10 Credits
Home
Related Stage 1 Chemistry 2 Subjects Students should have good literacy skills due to the language requirements of the course and a sound understanding of the experimental process. It is recommended that Stage 1 Chemistry students also study Pure Mathematics subjects. Level 5 (B grade) or better in Year 10 Real World and 21st Century Science. Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval.
Description The study of chemistry includes an overview of the matter that makes up materials, and the properties, uses, means of production, and reactions of these materials. It also includes a critical study of the social and environmental impact of materials and chemical processes. Students consider how human beings make use of the earths resources and the impact of human activities on the environment. Through practical studies students develop investigation skills and an understanding of the physical world that enables them to be questioning, reflective and critical thinkers. Topics Covered: Physical Properties of Materials Atomic Structure and the Periodic Table Bonding Organic Chemistry *Note : Satisfactory completion of Chemistry 1 (in semester 1) is required in order to study Chemistry 2 (in semester 2). Therefore to enrol in Chemistry 2 you must have also enrolled in Chemistry 1. 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 40% 60% Practical Investigations and Research Investigations Tests/ Assignments/Oral presentations
Future Study at NMHS Stage 1 Chemistry 2 Stage 2 Chemistry Stage 2 Scientific Studies
Stage 1 Chemistry 2
Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Description Communication, Learning
10 Credits
Home
Related Stage 1 Chemistry 1 Subjects Students should have good literacy skills due to the language requirements of the course and a sound understanding of the experimental process. It is recommended that Stage 1 Chemistry students also study Pure Mathematics subjects. Enrolment in Chemistry 1.
The study of chemistry includes an overview of the matter that makes up materials, and the properties, uses, means of production, and reactions of these materials. It also includes a critical study of the social and environmental impact of materials and chemical processes. Students consider how human beings make use of the earths resources and the impact of human activities on the environment. Through practical studies students develop investigation skills and an understanding of the physical world that enables them to be questioning, reflective and critical thinkers. Topics Covered : Acids and Bases Redox and Electrochemistry Chemical Quantities Ions in solution
Additional Cost: Nil 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 Future Study at NMHS Stage 2 Chemistry Stage 2 Scientific Studies 40% 60% Practical Investigations and Research Investigations Tests/Assignments/Oral presentations
Stage 1 Physics A
Science Curriculum
10 Credits
Home
Related Stage 1 Physics B Subjects Students should have good literacy skills due to the language requirements of the course and a sound understanding of the experimental process. It is recommended that Stage 1 Physics students also study Pure Mathematics subjects. Level 5 (B grade) or better in Year 10 Real World and 21st Century Science. Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval.
The study of physics offers opportunities for students to understand and appreciate the natural world. This subject requires the interpretation of physical phenomena in introductory wave theory, sound and light and an introduction to electrostatics and simple electric circuits. 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
Topics Covered: The Scientific Method, measurement and errors. Basic principles of waves, application to sound and light Electrostatics and Simple Electric Circuits *Note: Physics A and B are independent programs of work, however, it is advantageous, to have completed Physics A in order to study Physics B. Additional Costs: Nil 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 Future Study at NMHS Stage 1 Physics B Stage 2 Physics Stage 2 Scientific Studies 60% 40% Practical Investigations and Research Investigations Tests/Assignments/Oral presentations Contact Teachers Senior Campus: Mr Chave Middle Campus: Ms Turton
Stage 1 Physics B
Science Curriculum
10 Credits
Home
Related Stage 1 Physics A Subjects Students should have good literacy skills due to the language requirements of the course and a sound understanding of the experimental process. It is recommended that Stage 1 Chemistry students also study Pure Mathematics subjects. Level 5 (B grade) or better in Year 10 Real World and 21st Century Science. Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval.
The study of physics offers opportunities for students to understand and appreciate the natural world. This subject requires the interpretation of physical phenomena through a study of motion in one and two dimensions and forces, momentum, energy, work and power. 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 Topics Covered : Distance, velocity and acceleration Graphical treatment of motion The concept of force and Newton's Laws of motion Vector addition and subtraction Momentum and conservation of momentum, collisions
Additional Cost: Nil 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 Future Study at NMHS Stage 2 Physics Stage 2 Scientific Studies 60% 40% Practical Investigations and Research Investigations Tests/ Assignments/Oral presentations
Stage 2 Biology
Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Learning, Communication. Related Subjects
20 Credits
Home Nutrition, Psychology
Students should have good literacy skills due to the language requirements of the course. A C grade or better in both course work and semester exam in a unit of Stage 1 Biology, Physics or Chemistry. Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval.
Description In Biology students learn about the cellular and overall structures and functions of a range of organisms. They have the opportunity to engage with the work of biologists and to join and initiate debates about how biology impacts on their lives, on society and on the environment. Students design and conduct biological investigations and gather evidence from their investigations. As they explore a range of biologyrelated issues, students recognise that the body of biological knowledge is constantly changing and increasing through the applications of new ideas and technologies. Content Stage 2 Biology is organised around the following four themes: Macromolecules Cells Organisms Ecosystems. Each theme is divided into the following six threads: Organisation Selectivity Energy Flow Perpetuation Evolution Human Awareness Additional Costs: Students are strongly recommended to purchase the following: Revision Guide Approximately $25.00
Student Workbook approximately $18.00
Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Investigation Folio Skills and Applications Tasks External assessment Examination (3 hours) The examination consists of: Multiple-choice questions Short-answer questions Extended response questions (two) 40% 30% 30% Practical Investigations and Research Investigations Tests/Assignments/Oral presentations Examination
Questions will cover all themes and threads and will include experimental skills. The examination will be marked by external assessors with reference to performance standards.
Stage 2 Geology
Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Learning, Communication, Citizenship and, Personal Development and Work. See Prerequisites Related Subjects
20 Credits
Home Geography, Chemistry, Scientific Studies
A C grade or higher in either stage 1 Biology, Physics, Chemistry or Scientific Studies.
Description In Geology students learn about the Earth, through examining minerals, rocks and fossils and understanding how these relate to large scale features of crustal plates and the interior of the Earth. They engage in investigations of minerals and rocks, and develop understandings about the Earths history and resources. Field investigations are an essential aspect of this course, reinforcing practical skills and allowing students to interpret and apply their understanding of geological processes Content Stage 2 Geology content is organised into the topics listed below: The Rock Cycle Minerals The cycle of change Regional processes Global Patterns and Processes Global patterns Global Processes The History of the Earth Uniformitarians Rock Relationships The Geological Time-scale Geological Mapping and Remote Image Interpretation Geological Hazards The Impact of Human Activities on the Earth Civil Engineering The Importance of Resources
Sustainable Future Additional Costs: Students may choose to purchase a Revision Guide approximately $25.
Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Investigation Folio Skills and Applications Tasks External assessment Contact Teacher Senior Campus: Mr Chave 40% 30% 30% Practical Investigations and Research Investigations Tests/Assignments/Oral presentations Examination
Stage 2 Scientific Studies

Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Learning, Communication. See Prerequisites A C grade or better in a Stage 1 Science subject. Related Subjects
Home
Description Through Scientific Studies students develop knowledge of scientific principles and concepts through their own investigations. They develop the skills and abilities to explain scientific phenomena, and to draw evidence-based conclusions from investigations of science-related issues. In this way, students develop scientific knowledge and skills to support them in their future career pathways, including those that are science-related, and everyday life in a world shaped by science and technology. Stage 2 Scientific Studies can be studied as a 10-credit subject or a 20-credit subject. Content An overarching theme or themes should provide opportunities for students to explore links between learning in science and in other areas, and to discuss historical, social, ethical and environmental contexts. Students interests, contexts and geographical locations can be useful in determining potential themes and topics for study in 10- and 20-credit subjects. For a 10-credit subject, one theme with between two and three topics is suggested. For a 20-credit subject, two themes with between four and six topics are suggested. An example of a theme and topics could be: The implications of human intervention through science Recycling Genetic modification of plants Genetic modification of animals Nuclear power Alternative energy. Additional Costs: Field trips are envisaged as part of this course, cost approximately $35.00.
Assessment (20 Credit) Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Investigation Folio Skills and Applications Tasks External Assessment 40% 30% 30% Investigations. Tests/Assignments. Practical Investigations Information on the External Assessment Practical Investigation The practical investigation consists of two parts: investigation design proposal investigation report The investigation design proposal includes a statement of a question or hypothesis, identification of variables, and an outline of the proposed research approach and method. This is assessed before the student begins the practical investigation. The investigation report includes the hypothesis investigated, the method, the results, the conclusion, and an evaluation of the practical investigation. It is presented in written form of up to a maximum of 1000 words for a 10-credit subject and up to 2000 words for a 20-credit subject. The teacher and the SACE Board external assessor make a decision about the quality of the investigation with reference to performance standards. Contact Teacher Senior Campus: Mr Chave
Stage 2 Nutrition
Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Learning, Communication, Citizenship and, Personal Development and Work. See Prerequisites Related Subjects
20 Credits
Home Health, Biology, Food & Hospitality
A C grade or higher in a stage 1 science subject is recommended
Description Students investigate up-to-date scientific information on the role of nutrients in the body as well as social and environmental issues in nutrition. They explore the links between food, health, and diet-related diseases, and have the opportunity to examine factors that influence food choices and reflect on local, national, Indigenous, and global concerns and associated issues. Students investigate methods of food production and distribution that affect the quantity and quality of food, and consider the ways in which these methods and associated technologies influence the health of individuals and communities. The study of nutrition assists students to reinforce or modify their own diets and lifestyle habits to maximise their health outcomes Additional Costs: Nutrition stage 2 Essentials work book ($ 46.95) and Nutrition SASTA revision guide (optional-$ 32.00) Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Investigation Folio Skills and Applications Tasks External assessment Contact Teachers Senior Campus: Ms Cresp, Ms Galipo, Mr Chave 40% 30% 30% Practical Investigations and Research Investigations Tests/Assignments/Oral presentations Examination
Stage 2 Psychology
Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Learning, Communication. Related Subjects
Home Biology, Child Studies
Students should have good literacy skills due to the language requirements of the course. A C grade or better in a Stage 1 Science subject.
Description The study of psychology enables students to understand their own behaviours and the behaviours of others. It has direct relevance to their personal lives. Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relationships, child rearing, employment and leisure. Stage 1 and Stage 2 Psychology builds on the scientific method by involving students in the collection and analysis of qualitative and quantitative data. By emphasising evidence-based procedures (i.e. observation, experimentation and experience) the subject allows students to develop useful skills in analytical and critical thinking, and in making inferences). Content For the 10-credit subject students undertake the compulsory topic and two other topics. For the 20-credit subject all topics must be studied. Topics Introduction to Psychology (compulsory) Social Cognition Learning Personality Psychobiology of Altered States of Awareness Healthy Minds Additional Costs: Students are strongly recommended to purchase a Revision Guide Approximately $25.00.
Assessment (20 Credit) Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Investigation Folio Skills and Applications Tasks External assessment 30% 40% 30% Group and Individual Investigations. Tests and Assignments. Examination
Information on the External Assessment Examination (2 hours) For the 20-credit subject students undertake a 2-hour external examination. The examination consists of short-answer and extendedresponse questions. The examination will be marked by external assessors with reference to performance standards. Individual Investigation For the 10-credit subject the Individual Investigation comprises the following three stages: proposal development (up to a maximum of 250 words) data analysis report writing (up to a maximum of 1500 words excluding qualitative and quantitative data).
The Individual Investigation is double marked, firstly by the students teacher and secondly by an external assessor appointed by t he SACE Board. The teacher and the external assessor make a decision about the quality of the investigations folio with reference to performance standards.
Stage 2 Chemistry
Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Learning and Communication. Related Subjects
20 Credits
Home
Students should have good literacy skills due to the language requirements of the course. A B grade or better in both Stage 1 Chemistry 1 and 2.Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval.
Description Stage 2 Chemistry offers students opportunities to consider the use human beings make of the planets resources and the impact of human activities on the environment. An understanding of chemistry and the application of this understanding helps students appreciate the factors that influence the pursuit of science and to make informed decisions about modifying and interacting with nature. Stage 2 Chemistry is organised so that intended student learning is related to key chemical ideas and concepts within 5 topics. Through the study of these key ideas students develop their chemistry investigation skills and develop the five capabilities of Communication, Citizenship, Personal Development, Work and Learning. Content Topic 1: Topic 2: Topic 3: Topic 4: Topic 5:
Elemental and Environmental Chemistry Analytical Techniques Using and Controlling Reactions Organic and Biological Chemistry Materials
Additional Costs: Students are strongly recommended to purchase the following: CSIRO Senior Chemistry Practical Workshop: approximately $5 Essentials Student Workbook (approx $40.00)* Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Investigation Folio 40% Practical Investigations and Research Investigations
Skills and Applications Tasks External assessment
30% 30%
Tests/Assignments Examination
Information on the External Assessment

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. Contact Teacher Senior Campus: Mr Chave
Stage 2 Physics
Science Curriculum
Focus Capabilities Assumed Knowledge Prerequisites Learning and Communication. Related Subjects
20 Credits
Home
Students should have good literacy skills due to the language requirements of the course. A B grade or better in both Stage 1 Physics A and B. Entry into this course without achieving this grade will only occur by way of teacher recommendation and coordinator approval.
Description The study of physics offers opportunities for students to understand and explain the natural phenomena. This subject 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, investigative design, information, and communication skills through practical and other learning activities. Students gather evidence from experiments, research and acquire new knowledge through their own investigations. Content Each section is divided into 4 topics with each topic involving a study of one application based on the physical theory developed in that topic. Section 1: Motion in 2 Dimensions Section 2: Electricity and Magnetism Section 3: Light and Matter Section 4: Atoms and Nuclei Additional Costs: Students may choose to purchase the following: Revision Guide (approx. $20) Graphics Calculator (approx. $200) Assessment Assessment at Stage 2 is conducted through school moderation and external assessment. Students demonstrate evidence of their learning through the following assessment types Investigation Folio Skills and Applications Tasks 40% 30% At least 3 Practical Investigations and 1 Issues Investigation At least 3 written tasks
External assessment
30%
Examination
Information on the External Assessment

Examination (3 hours) Students undertake a 3-hour written examination consisting of questions of different types, such as short-answer, paragraph answer, mathematical calculations, data and practical skills, extended response, and graphical interpretation . Questions will cover all topics, including the applications and experimental skills, and some may require students to integrate their knowledge from a number of topics. An equation sheet will be included in the examination question booklet. The examination will be marked by external assessors with reference to performance standards. Contact Teacher Senior Campus: Mr Chave
Year 8 Technology
Design & Technology Curriculum
Home
MYP technology aspires to develop creative problem solvers who are caring and responsible individuals, able to respond critically and resourcefully to the demands of the increasingly technological society and to appreciate the importance of technology for life, society and the environment.
MYP technology aims to provide the means and the context to help students become skilful problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real life challenges. The MYP technology course intends to: challenge all students to apply practical and creative thinking skills to solve problems in technology encourage students to explore the role of technology in both historical and contemporary cont exts raise students awareness of their responsibilities as world citizens when making decisions and taking action on technology issues. Inquiry and problem solving are at the heart of MYP technology. Students are expected to solve problems using technology. MYP technology uses the design cycle as the model of thinking and the strategy to help students investigate problems and design, plan, create and evaluate the products/solutions that they generate. A product/solution can be defined as a model, prototype, product or system that students have generated independently. This means that MYP technology expects students to become actively involved in and to focus on the whole design process rather than on the final products/ solutions. MYP technology requires the use of the design cycle for solving problems in technology and promotes a practical and inquiry based approach. This helps students to develop not only practical skills but also creative- and critical thinking strategies.
Year 9 Wood Technology

MYP Learning Area Selection information Technology Related Subjects
Home
Metal Technology, Flashing Plastics, Jewellery Design, Technical Graphics
Student may choose one or two units from the Technology learning area
Description: This semester unit is aimed at further developing students skills in design and construction technologies. The course provides a solid foundation for further studies in Design & Technology with a strong focus on the Design Process. The Design Cycle is used throughout the course, for critical analysis and problem solving. Students begin to independently generate and manage design solutions within set constraints. Students are required to record, present and communicate their design thinking. During this course students will have the opportunity to: Develop an understanding of, and skills in: workshop safety, protective equipment and teamwork. Use hand tools, basic jointing methods, and an introduction to some portable power tools and workshop machinery. Prepare timber, investigate systems and apply surface finish materials in a safe and competent manner Design, construct, test and race a model CO2 dragster. Interschool CO2 Dragster competitions are held annually in conjunction with the Pedal Prix for students to become involved with. Problem solving of project design, drawing interpretation and introductory CADD. Demonstrate ICT skills in effectively recording and communicating their design thinking. Working with modern technology aids and problem solving issues are an integral part of the course. Additional Cost: Students may choose to purchase extra materials above the Materials and Services Fee Assessment Assessment is against the IBMYP Technology Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Year 9 Metal Technology

MYP Learning Area Selection information Technology Related Subjects Home Wood Technology, Flashing Plastics, Jewellery Design, Technical Graphics
Student may choose one or tow units from the Technology learning area
Description: This semester unit is aimed at further developing students skills in design and construction technologies. The course provid es a solid foundation for further studies in Design & Technology with a strong focus on the Design Process. The Design Cycle is used throughout the course, for critical analysis and problem solving. Students begin to independently generate and manage design solutions within set constraints. Students are required to record, present and communicate their design thinking. During this course students will have the opportunity to: Develop an understanding of, and skills in: workshop safety, protective equipment and teamwo rk. Investigate and apply gas welding techniques to the joining of mild steel using fusion and braze welding methods in a safe manner. Practice safe use of the metal lathe and the basic processes of facing, parallel and taper turning. Measure, cut and fabricate sheet-metal to create a design solution Problem solving of project design, drawing interpretation and introductory CADD. Demonstrate ICT skills in effectively recording and communicating their design thinking. Additional Cost: Nil Assessment Assessment is against the IBMYP Technolgy Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Year 9 Jewellery Design

MYP Learning Area Selection information Technology Related Subjects Home Metal Technology, Wood Technology, Technical Graphics, Flashing Plastics
Description: This semester unit is aimed at further developing students skills in design and construction technologies. The course provides a solid foundation for further studies in Design & Technology with a strong focus on the Design Process. The Design Cycle is used throughout the course, for critical analysis and problem solving. Students begin to independently generate and manage design solutions within set constraints. Students are required to record, present and communicate their design thinking. During this course students will have the opportunity to: Develop an understanding of, and skills in: workshop safety, protective equipment and teamwork. Apply the design/make/critique process to create unique items of jewellery from natural and artificial materials. Use hand tools, assembly methods with an introduction to some portable power tools and workshop machinery. Explore and discuss some of the historical, cultural and social aspects of jewellery. Investigate new and traditional technologies, career pathways and impacts of marketing. Problem solving of project design, drawing interpretation and introductory CADD. Demonstrate ICT skills in effectively recording and communicating their design thinking. Working with modern technology aids and problem solving issues are an integral part of the course. Practical activities will be negotiated and may include rings, clock design, jewellery case, electronic pendants, bracelets, earrings, buckles. Additional Cost: Students may choose to purchase extra materials above the Materials and Services Fee Assessment Assessment is against the IBMYP Technology Criteria Criterion A Investigate Criterion B Design Criterion C Plan Criterion D Create Criterion E Evaluate Criterion F Attitudes in Technology
Year 9 Technical Graphics

MYP Learning Area Selection information Technology Related Subjects Home Metal Technology, Wood Technology, Jewellery Design, Flashing Plastics
Description: This semester unit is aimed at further developing students skills in design and construction technologies. The course provid es a solid foundation for further studies in Design & Technology with a strong focus on the Design Process. The Design Cycle is used throughout the course, for critical analysis and problem solving. Students begin to independently generate and manage design solutions within set constraints. Students are required to record, present and communicate their design thinking. During this course students will have the opportunity to: Develop an understanding of, and skills in: manual drawing, drawing conventions and layout. Apply the design/make/critique process to create alternative solutions within agreed constraints. Develop graphic communication skills covering the areas of 2D and 3D technical drawing, perspective, technical illustration, computer aided drawing & design (CADD), geometric construction of shapes and the development of design portfolios. Investigate new and traditional technologies, career pathways and impacts of high speed electronic communication. Demonstrate enhanced ICT skills in documenting, presenting and communicating their design thinking. Problem-solve project design, interpret drawings and apply CADD solutions. Critique designs individually and in groups. Additional Cost: Nil Assessment Assessment is against the IBMYP Technology Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Year 9 Information Technology

MYP Learning Area Selection information Description: Students are introduced to Scratch, a programming language that allows them to create their own interactive stories, animations and games, and to share these creations online. Flash scripting for animation is also introduced. The course also aims to equip students with skills in using the software programs commonly used across businesses, such as relational database and other office software. Students use the Design Cycle, a process approaching industry standard, to design, develop and test their programs. Students create web folios of their learning. The course uses extensively our eLearning environment and other Web2.0 technologies to deepen learning. This subject lays the foundation for success across subjects as well as in Information Technology subjects at years 11 and 12 (SACE Stage 1 and Stage 2) Technology Home Related Subjects Student may choose one or two units from the Technology learning area. They may only select this unit if they have selected woodwork
Additional Cost: A USB memory stick is required for backing up files.

Assessment Assessment is against the IBMYP Technology Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Year 9 Flashing Plastics

MYP Learning Area Selection information Technology Related Subjects Home Metal Technology, Wood Technology, Jewellery Design, Technical Graphics
Description: This semester unit is aimed at further developing students skills in design and construction technologies. The course provides a solid foundation for further studies in Design & Technology with a strong focus on the Design Process. The Design Cycle is used throughout the course, for critical analysis and problem solving. Students begin to independently generate and manage design solutions within set constraints. Students are required to record, present and communicate their design thinking. During this course students will have the opportunity to: Develop an understanding of, and skills in: workshop safety, protective equipment and teamwork. Use hand tools, plastics jointing methods, and an introduction to some portable power tools and workshop machinery. Heat, bend, pressure mould and fabricate plastic materials to achieve design solutions. Study simple electronic circuits - projects will be constructed and a variety of plastic materials shaped to contain them. A study of basic components, assembly techniques and project testing is integral to the course. Investigate imaginative circuit enclosures and flashing light applications. Practice some circuit board construction, soldering and simple fault-finding. Problem solving of project design, drawing interpretation and introductory CADD. Demonstrate ICT skills in effectively recording and communicating their design thinking. Working with modern technology aids and problem solving issues are an integral part of the course. Additional Cost: Students may choose to purchase extra materials above the Materials and Services Fee Assessment Assessment is against the IBMYP Technolgy Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Year 10 Woodwork
MYP Learning Area Selection information Technology Related Subjects Home Woodwork Advanced, Electronic Systems, Marine & Fishing Technology, Metal Fabrication, CADD;
Description: This construction technology unit is based on a series of experiences in which students investigate a range of equipment and timber products and how they may be worked together to prepare, join and produce integrated design solutions. They would use a range of communication skills to document design ideas and proposals in order to produce and evaluate systems to meet design criteria. Box type design and construction techniques, eg for a double drawer unit, DVD storage, darts cabinet. Assembling and fitting a sliding drawer, eg paper towel dispenser Safe use and handling of portable power tools such as the router and biscuit cutter. Timber harvesting and conversion, environmental impacts and future developments. Use jigs and assembly aids to improve speed and accuracy of fabrication. Further techniques and applications of woodturning between centres. Interpretation and production of working drawings/models and an appreciation of ergonomics and aesthetics in design. Additional Cost: Students may choose to purchase extra materials above the Materials and Services Fee Assessment Assessment is against the IBMYP Technology Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Year 10 Woodwork Advanced

MYP Learning Area Selection information Technology Home Related Electronic Systems; Woodwork Subjects Student may choose one or two units from the Technology learning area. They may only select this unit if they have selected woodwork
Description: This construction technology unit is designed for the more able student who has successfully completed Year 10 Woodwork Semester 1. It is anticipated that some students may gain Stage 1 accreditation for this subject. Students will investigate a range of equipment and timber products and how they may be worked together to prepare, join and produce integrated design solutions. They would use a range of communication skills to document design ideas and proposals in order to produce and evaluate systems to meet design criteria. Skills in frame type jointing and construction, e.g. for a folding breakfast tray, coffee table, bar stool. Cutting and fitting of a door. Greater involvement in project design, drawing, modelling, costing and problem solving. Supervised use of machines to prepare, shape and joint material. Assembly and clamping of components. Introduction to modern knock-down (K-D) fittings. Steps in preparing for surface finishing, types of finishes and their application. Additional Cost: Students may choose to purchase extra materials above the Materials and Services Fee Assessment Assessment is against the IBMYP Technology Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Year 10 Metal Fabrication

MYP Learning Area Selection information Technology Home Electronic Systems, Marine & Fishing Technology, Related CADD; Woodwork Subjects Student may choose one or two units from the Technology learning area. They may only select this unit if they have selected woodwork
Description: This construction technology unit is based on a series of tasks in which students investigate a range of equipment and metal products and how they may be worked together to prepare, join and produce integrated design solutions. They would use a range of communication skills to document design ideas and proposals in order to produce and evaluate systems to meet design criteria. Gas welding skills, techniques and knowledge development Safe use and handling of portable electric tools and welding equipment Design and fabrication in sheet metal bending and joining methods. Metal machining, thread cutting and working to close tolerances. Introduction to heavier construction using Electric Arc and MIG welding. Design of some individual projects involving problem solving, working drawings, cutting/costing lists, use of jigs and flame cutting of mild steel. Casting of metal as a manufacturing process is investigated and discussed. Additional Cost: Students may choose to purchase extra materials above the Materials and Services Fee. Assessment Assessment is against the IBMYP Technology Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Year 10 Marine & Fishing Technology

MYP Learning Area Selection information Description:
This unit is designed to introduce students to maritime technologies and the issues surrounding them. It has a strong focus on the Design Process. Students will plan draw and construct a range of fishing related products using a range of materials and skills. Legal requirements and current laws which apply to anglers and boat owners, are investigated, discussed and documented; along with issues of ecological sustainability. During this course students will have the opportunity to: Investigate scale and shell fishing Study the current laws and legal requirements which apply to anglers and boat owners Explore career pathways and the environmental impacts of boat ownership and fishing Manipulate materials (varied plastics, metals, timbers) using a range of workshop processes Problem solve using the Design Process Use the Design Cycle to create a angling equipment, fishing lures, sinkers and boating aids An excursion to Port Adelaide to visit the maritime museum and/or a fishing trip to a suitable location may be negotiated. Additional Cost: Costs for the excursion to Port Adelaide will be negotiated and will depend upon the type of excursion planned. Information will be available closer to the date. Students may choose to purchase extra materials above the Materials and Services Fee. Assessment Assessment is against the IBMYP Technology Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Home
Woodwork; Electronic Systems, Metal Fabrication, Related CADD Subjects Student may choose one or two units from the Technology learning area. They may only select this unit if they have selected woodwork Technology
Year 10 Computer Aided Design & DrawingCADD

MYP Learning Area Selection information Technology Related Subjects Wood Technology Home
Description: This computer graphics technology unit is based on a series of experiences in which students investigate a range of drawing techniques and software tools that empower them to plan, prepare, and produce integrated design solutions to real world problems and situations. They would use a range of communication skills to document design ideas and proposals in order to produce and evaluate systems to meet design criteria. Students learn that graphical representation within international drawing conventions provides a universal language for ideas that all people of the world can understand. Students will have an opportunity to use a range of computer aided drawing packages available. These might include "Qikdraw", Pro-desktop and industry standard AutoCad Inventor Both Pro-desktop and AutoCad Inventor are extremely powerful 3D modelling and prototyping package which will test students creativity and ability to identify future trends and technological developments.
Topics include: components of computer assisted drawing systems, how to plan a drawing, 2D and 3D modelling, plotting devices, computer terminology, CADD in industry and generic program commands (eg draw, edit, group, zoom, layer, fill etc.).
Additional Cost: Nil Assessment Assessment is against the IBMYP Technology Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Year 10 Programming for Games and Entertainment

MYP Learning Area Selection information Description: Ever wondered how to develop a mobile phone application? Build a functional website? Script the action into animation? Make an interactive online game? These are all developed by programmers. This course will give you an introduction to this very special and important skill. Students use the Design Cycle, a process approaching industry standard, to design, develop and test their programs. More than this, the problem-solving skills associated with programming are now highly sought after by employers. This course provides an excellent foundation for pursuing studies in Information Technology at years 11 and 12 (SACE Stage 1 and 2). Technology Related Subjects Home
Student may choose one or two units from the Technology learning area.
Additional Cost: A USB memory stick is required for backing up files.

Year 10 Electronic Systems

MYP Learning Area Selection information Technology Related Subjects Home Woodwork; Marine & Fishing Technology, Metal Fabrication, CADD
Description: This program extends experiences of basic electronics and electricity, building on the general skills in soldering, component identification and use, production of printed circuit boards, basic bread boards use, electronic investigation, historical development and production of electricity. Students will have an opportunity to identify and work with a variety of electronic components. They will be given the opportunity to design, construct, measure, test and evaluate simple circuits. Problem solving and fault finding is an important aspect of the course. An introduction to electronic components in circuits, soldering and construction skills. Students assemble prototypes, practice basic faultfinding and test a variety of circuits, e.g. LED li ght control circuit, alarm siren and electronic model cars. Topics include: electrical safety, alternative energy sources, household wiring, how electricity shapes our daily lives, the science behind electricity, historical breakthroughs in electronics, Integrated Circuits, impacts upon the environment and simple electronic systems. Students are encouraged to design, construct and evaluate electronic circuits and enclosures. Introductory robotics and control technology is also undertaken. Additional Cost: Students may choose to purchase extra materials above the Materials and Services Fee Assessment Assessment is against the IBMYP Technolgy Criteria Investigate Criterion A Design Criterion B Plan Criterion C Create Criterion D Evaluate Criterion E Attitudes in Technology Criterion F
Year 10 Photographic Imaging

MYP Learning Area Selection information Technology Home Woodwork; Electronic Systems, Marine & Fishing Related Technology, Metal Fabrication, CADD Subjects Student may choose one or two units from the Technology learning area. They may only select this unit if they have selected woodwork
Description: This unit is designed to introduce students to the fundamentals of photographic imaging and its associated issues. It has a strong focus on the Design Cycle. During this course students will have the opportunity to: Acquire the knowledge and skills in photographic processes, digital cameras and modern techniques, with an emphasis on contemporary technology. Investigate aspects of good photographic composition Develop skills in capturing images by means of excursions and photographic projects. Learn to handle photographic equipment in a safe and practical manner. Gain an understanding of traditional darkroom technology, although the main emphasis will embrace current photographic tech niques using modern computer facilities. Use software to design and modify graphics for montages and/or web pages. Acquire information pertaining to publishing and the web is discussed, e.g. Screen sizes and resolutions, file sizes, file management, different browser capabilities and publisher requirements, gifs, native file formats, jpegs etc Develop the skills required to consider a future in this area of technology. Problem-solve using the Design Cycle
Demonstrate skills approaching industry or community practice in effectively recording and communicating their design thinking Additional Cost: This subject will involve excursions to capture images for photographs and projects. There may be a cost of $20 involved
Stage 1 Design and Technology Wood Technology

Focus Capabilities Assumed Knowledge Prerequisite Personal development, work, and learning. Related Subjects
10 Credits
Home Stage 1 Outdoor Construction
Skills and knowledge students are assumed to have basic practical skills Nil
Description Through the study of Design and Technology students develop the ability to identify, create, initiate and develop products, processes or systems. Students learn to use tools, materials and systems safely and competently to complete a product. They explore technologies in both contemporary and historical settings, and analyse the impacts of technology, including social, environmental and sustainable consequences. The focus area for this subject is: Material Products students use a range of manufacturing technologies such as tools, machines, equipment and/or systems to design and make products with resistant materials. Contexts include wood. Additional Costs: Nil 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 30% 20%

Task: Designing a bedside unit / forestry sustainability Task: Manufactured Board Selection Fasterners Mechanical/Polymer Surface Finishing Systems. Pathways beyond school
Future Study at NMHS Stage 1 Stage 2
Contact Teachers Senior Campus: Mr Paraskevas Middle Campus: Mr Robertson
Stage 1 Design and Technology Outdoor Construction - 10 Credits

Focus Capabilities Assumed Knowledge Prerequisite Personal development, work, and learning. Related Subjects Home Stage 1 Wood Technology
Skills and knowledge students are assumed to have basic practical skills Specific subject and grade requirements
Description Through the study of Design and Technology students develop the ability to identify, create, initiate and develop products, processes or systems. Students learn to use tools, materials and systems safely and competently to complete a product. They explore technologies in both contemporary and historical settings, and analyse the impacts of technology, including social, environmental and sustainable consequences. The focus area for this subject is: Material Products students use a range of manufacturing technologies such as tools, machines, equipment and/or systems to design and make products with resistant materials. Contexts include metals, plastics, wood. Additional Costs: Nil 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 Future Study at NMHS Stage 1 Wood Technology Stage 2 30% 20% Task: Designing a utility container/ issues with manufactured board. Task: Timber joints and surface finishing systems Pathways beyond school TAFE: Construction (Carpentry)
Contact Teachers Senior Campus: Mr Paraskevas, Mr Mardell Middle Campus: Mr Robertson
Stage 1 Design and Technology Radio Controlled Vehicles

Focus Capabilities Assumed Knowledge Prerequisite Personal development, work, and learning. Basic Mechanical Skills Nil Related Subjects
10 Credits
Home
Description Through the study of Design and Technology students develop the ability to identify, create, initiate and develop products, processes or systems. Through the study of Design and Technology students develop the ability to identify, create, initiate and develop products, processes or systems. Students learn to use tools, materials and systems safely and competently to complete a product. They explore technologies in both contemporary and historical settings, and analyse the impacts of technology, including social, environmental and sustainable consequences. The focus area for this subject is: Systems and Control Products students use scale models that have electrical, electronic, mechanical, pneumatic, hydraulic and interface components, including radio controlled devices, to design and make products. Context includes computer systems and electrical systems. Additional Costs: Nil 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 Future Study at NMHS Stage 1 Stage 2 30% 20% Task: Investigate Racing Schedules (Impact of the Clipsal 500) Task: Build and document a Vehicles Mechanical System
Stage 1 Design and Technology Marine and Fishing Technology

Focus Capabilities Assumed Knowledge Prerequisite Personal development, work, and learning. Related Subjects
10 Credits
Home
Skills and knowledge students are assumed to have basic understanding of the Marine Environment Nil
Description Through the study of Design and Technology students develop the ability to identify, create, initiate and develop products, processes or systems. Students learn to use tools, materials and systems safely and competently to complete a product. They explore technologies in both contemporary and historical settings, and analyse the impacts of technology, including social, environmental and sustainable consequences. The focus area for this subject is: Material Products students use a range of manufacturing technologies such as tools, machines, equipment and/or systems to design and make products with resistant materials. Contexts include metals, plastics, wood and composites.
Additional Costs: Nil 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 Future Study at NMHS Stage 1 Stage 2 30% 20% Task: Marine Equipment storage device Task: Marine Equipment knowledge, compatibility, application, USE and selection process Pathways beyond school TAFE SA Aquaculture
Contact Teachers Senior Campus: Mr Paraskevas Middle Campus: Mr Mustac
Stage 1 Design and Technology - Computer Aided Drawing

Focus Capabilities Assumed Knowledge Prerequisite Personal development, work, and learning Nil Nil Related Subjects Stage 1 Digital Imagining
10 Credits
Home
Description Through the study of Design and Technology students develop the ability to identify, create, initiate, and develop products, processes or systems. Students learn to use tools, materials and systems safely and competently to complete a product. They explore technologies in both contemporary and historical settings, and analyse the impacts of technology, including social, environmental and sustainable consequences. The focus area for this subject is: Communication Products Contexts includes CADD software to develop 2-D and 3-D graphical images of student developed design. 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 Product Future Study at NMHS Stage 2 Design & Technology 30% 20% 50% Using the design process to develop plans for a final drawing CADD skills exercises Final product drawings and evaluation
Stage 1 Design and Technology - Information Technology S

Focus Capabilities Assumed Knowledge Prerequisite Learning, Communication, Citizenship, Work Nil (programming knowledge advantageous) Nil Related Subjects
10 Credits
Home
Stage 1 Information Technology 1 and 2
Description In Information Technology S, students learn how computer-based systems work to collect and process data, and transmit and produce information. Students actively engage in developing their own computer-based systems to solve problems, and interact with and analyse others. It is organised into the following two topics: Computer Systems and Application Programming. In Computer Systems, students develop an understanding of a computer system and its importance in supporting and developing computer-based applications. In Application Programming, students develop an understanding of programming by constructing an application that accepts input from, and interacts with, the user to produce outcomes. Students use the problem-solving approach of the systems development life cycle to build an application program.
Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Application and Skills Task Project Future Study at NMHS Stage 2 Information Technology 60% 20% 20% Computer Systems Tests (Written and Practical) Programming Tasks Developing a program using the Program Development Life Cycle
Contact Teachers Senior Campus: Ms Rowe Middle Campus: Ms Rowe, Ms Nguyen
Stage 1 Design and Technology - Information Technology 1 and 2

Focus Capabilities Assumed Knowledge Prerequisite Learning, Communication, Citizenship, Work Nil (programming knowledge advantageous) Level 4 or better in either Year 9 Mathematics or Year 9 Information Technology Related Subjects
20 Credits
Home
Stage 1 Information Technology S
Description In Information Technology 1 and 2, students learn how computer-based systems work to collect and process data, and transmit and produce information. Students actively engage in developing their own computer-based systems to solve problems, and interact with and analyse others. It is organised into the following two topics: Computer Systems, Application Programming, Website Programming and Relational Databases. In Computer Systems, students develop an understanding of a computer system and its importance in supporting and developing computer-based applications. In Application Programming, students develop an understanding of programming by constructing an application that accepts input from, and interacts with, the user to produce outcomes. Students use the problem-solving approach of the systems development life cycle to build an application program. In Website Programming, students develop an understanding of programming in a client-sided web environment by developing a system that allows a high level of interactivity through the input of data and resultant program outcomes. In Relational Databases, students investigate how databases management systems are used. Students use the problem-solving approach of the systems development life cycle to build a relational database system. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Application and Skills Task Project 60% 20% 20% Computer Systems Tests (Written and Practical) Programming Tasks Developing a program using the Program Development Life Cycle
Future Study at NMHS Stage 2 Information Technology
Stage 1 Electro - Technology

Focus Capabilities Assumed Knowledge Prerequisite Specified by each Unit of Competency Related Subjects
20 Credits (Stage 2 Level)

Home Stage 1 Electronics
Students are assumed to have basic knowledge of Electronic circuits and sound Maths skills. Experience in Electronics, Maths and Physics would be an advantage.
Description The Units of Competency undertaken in this course are part of a Certificate 2 in Electro - technology. Qualifications provide grounding in safety and allow you to select, assemble, set up and maintain electronic devices by following prescribed routines. Additional Cost: Only if students personally require specialised projects. Assessment Students demonstrate evidence of their learning through projects which enable the demonstration of skills in the following UNITS OF COMPETENCY: Unit of Competency Unit of Competency Unit of Competency Unit of Competency Unit of Competency 20HRS 40HRS 20HRS 20HRS 40HRS 140hrs Future Study at NMHS Stage 2 Electronic Systems Apply OHS practices in the workplace Dismantle, assemble and fabricate electro-technology components Maintaining documentation Use basic computer applications relevant to a workplace Assemble electronic apparatus Total hours Pathways beyond school TAFE: Electro technology Cert 3 and 4
Contact Teachers Senior Campus: Mr Paraskevas
Stage 1 Design and Technology Digital Imaging

Focus Capabilities Assumed Knowledge Prerequisite Personal development, work, and learning Nil Nil Related Subjects
10 Credits
Home
Description Through the study of Design and Technology students develop the ability to identify, create, initiate, and develop products, processes or systems. Students learn to use tools, materials and systems safely and competently to complete a product. They explore technologies in both contemporary and historical settings, and analyse the impacts of technology, including social, environmental and sustainable consequences. The focus area for this subject is: Communication Products students use images, text and other data to design and make products that communicate information. Contexts include working with digital cameras, photo restoration, manipulation of images, preparation of images for desktop publishing and working with imaging software such as Adobe Photoshop. Additional Costs: Nil Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Product Skills and Application Future Study at NMHS Stage 2 Digital Photography Stage 2 Subject B 30% 40% 30% Design Brief, Issues Investigations. Production of a graphic communication Camera technique practice, materials investigation
Contact Teachers Senior Campus: Mr Mardell Middle Campus:
Stage 2 Design and Technology Furniture Design and Construction 20 Credits

Focus Capabilities Assumed Knowledge Prerequisite Material Products, Personal development, work and learning Related Subjects Stage 2 Business & Enterprise Home
Description Design and Technology develops students abilities to identify, create, initiate and develop products, processes and systems. Students learn to use tools, materials and equipment safely and competently to complete products designed in class. They explore the environmental and social consequences of technologies. Content Safe use of hand tools, power tools and industrial quality machinery. Use of computer costing software and CAD graphics. Skill development exercises. Practice a range of contemporary and traditional timber joining processes. Accurate timber machining, wood turning and sliding drawer construction. Research and theory is related to practical tasks. Application of problem-solving skills. A student design task is required, e.g. an entertainment unit. Additional Costs: Students will be required to pay for optional and free choice work. Students will be required to contribute towards the cost of take-home projects above $25.00 of their materials allowance.
Assessment Assessment at Stage 2 is school-based. Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Skills and Applications Tasks Product External Assessment - Folio Weighting 20% 50% 30% Develop and application of skills associated with the production of the student design piece of furniture. Investigate and analyse properties of potential materials to be used in producing student piece of furniture. Construction and evaluation of the piece of furniture designed by the student. Using the design process to develop a plan for making a piece of furniture.
Information on the External Assessment Folio Students complete a Folio that contains documentation of their investigation and planning for their product, process or system. The Folio consists of two parts: Part 1: Product Design (Documentation and Analysis) Part 2: Product Evaluation Product Design (Documentation and Analysis) For a 20-credit subject only when documenting their investigation skills in Part 1, students include a report on the impact of technological practices related to their product, on individuals, society and/or the environment. Product Evaluation For a 20-credit subject, students provide a maximum of twelve pieces of evidence that best illustrate the key design phases of investigating, planning and evaluation. The evidence should include a maximum of 2000 words or 12 minutes of recorded oral explanation, analysis and evaluation. Evidence of development, with supporting written or oral summaries that explain, analyse, and evaluate the process and product could be presented in the form of photographic or electronic or digitally generated materials, audio visual evidence, materials, products, models, sketches, diagrams or annotations. Students should submit their evidence either in an A4 folder, or on CD or DVD, or by any other electronic means conducive to external assessment. The Folio is double marked, firstly by the students 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 Folio with reference to performance standards. Contact Teachers Senior Campus: Mr Mardell
Stage 2 Information Technology

Focus Capabilities Assumed Knowledge Prerequisite Description Communication, Work, Citizenship, Learning Nil (programming knowledge advantageous) Related Subjects
20 Credits
Home Stage 2 Information Processing and Publishing
C grade or better in Stage 1 Information Technology, including in the exam.
In Information Technology, students learn how computer-based systems work to collect and process data, and transmit and produce information. Students actively engage in developing their own computer-based systems to solve problems, and interact with and analyse others. Stage 2 Information Technology consists of four topics: Topic 1: Computer and Communication Systems Topic 2: Information Systems. Topic 3: Application Programming Topic 4: Relational Databases In Computer and Communication Systems, students develop an understanding of computer and communication systems concepts that underpin computer devices and how these concepts apply to networks. In Information Systems, students develop an understanding of an information system by considering how the elements interact and impact on society. The application of knowledge and concepts helps the developer to build a system that meets the needs of the user. In Application Programming, students develop an understanding of programming by constructing an application that accepts input from, and interacts with, the user to produce outcomes. Students use the problem-solving approach of the systems development life cycle to build an application program. In Relational Databases, students investigate how databases management systems are used. Students use the problem-solving approach of the systems development life cycle to build a relational database system.
Additional Costs: Nil
Assessment Assessment at Stage 2 is school-based. Students demonstrate evidence of their learning through the following assessment types: Folio Application and Skills Tasks Project External Assessment Contact Teachers Senior Campus: Ms Rowe 20% 30% 20% 30% Written Tests Programming and Relational Database Skills Tasks Developing a program using the Program Development Life Cycle Examination
Stage 2 Design and Technology Electronic Systems

Focus Capabilities Assumed Knowledge Prerequisite Personal development, work and learning Related Subjects
20 Credits
Home
Stage 2 Business & Enterprise
Description Design and Technology develops students abilities to identify, create, initiate and develop products, processes and systems. Students learn to use cameras, materials and ICT equipment safely and competently to complete products designed in class. They explore the environmental and social consequences of technologies. The SACE Board focus area for this subject is Communication Products. Content Advanced use of Adobe Photoshop and Dreamweaver software. Researching, creating and evaluation of a design task. Photographing, scanning, manipulating and printing images. Exploration of materials, equipment, processes and systems used in digital photography. Investigation of the impact of commercial photography (aerial, portraiture, advertising, wedding, satellite, forensic, medical). Work is presented through a Web Folio. Additional Costs: Nil Assessment Assessment at Stage 2 is school-based. Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Skills and Applications Tasks Product Folio Weighting 20% 50% 30%
Information on the External Assessment Folio Students complete a Folio that contains documentation of their investigation and planning for their product, process, or system. The Folio consists of two parts: Part 1: Product Design (Documentation and Analysis) Part 2: Product Evaluation Product Design (Documentation and Analysis) For a 20-credit subject only when documenting their investigation skills in Part 1, students include a report on the impact of technological practices related to their product, on individuals, society and/or the environment. Product Evaluation For a 20-credit subject, students provide a maximum of twelve pieces of evidence that best illustrate the key design phases of investigating, planning, and evaluation. The evidence should include a maximum of 2000 words or 12 minutes of recorded oral explanation, analysis and evaluation. Evidence of development, with supporting written or oral summaries that explain, analyse, and evaluate the process and product could be presented in the form of photographic or electronic or digitally generated materials, audio visual evidence, materials, products, models, sketches, diagrams or annotations. Students should submit their evidence either in an A4 folder, or on a CD or DVD, or by any other electronic means conducive to external assessment. The Folio is double marked, firstly by the students teacher and secondly by an external asse ssor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality of the Folio with reference to performance standards.
Contact Teachers Senior Campus: Mr Mardell
Electronic Systems Pathways beyond school
Stage 2 Design And Technology Digital Photography

Focus Capabilities Assumed Knowledge Prerequisite Description Personal development, work and learning Related Subjects
20 Credits
Home
Skills and knowledge students are assumed to have Specific subject and grade requirements
Design and Technology develops students abilities to identify, create, initiate and develop products, processes and systems. Students learn to use cameras, materials and ICT equipment safely and competently to complete products designed in class. They explore the environmental and social consequences of technologies. The SACE Board focus area for this subject is Communication Products. Content Advanced use of Adobe Photoshop and Dreamweaver software. Researching, creating and evaluation of a design task. Photographing, scanning, manipulating and printing images. Exploration of materials, equipment, processes and systems used in digital photography. Investigation of the impact of commercial photography (aerial, portraiture, advertising, wedding, satellite, forensic, medical). Work is presented through a Web Folio. Additional Costs: Nil Assessment Assessment at Stage 2 is school-based. Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Skills and Applications Tasks Product Folio Weighting 20% 50% 30%
Contact Teachers Senior Campus: Mr Mardell

Subject List For NMHS 2013

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Subject List For NMHS 2013

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Principals Introduction to The Curriculum Guide for 2013

Panayoula Parha Principal

Subjects offered at NMHS

The Arts Humanities

Business & Enterprise Languages

Cross Disciplinary Studies Maths

English & English as a Second Language Science

Health & Physical Education Design & Technology

What is the SACE ?

Selecting Subjects for Stage 2

Community learning The Stage 1 Bridging Course

TAFE Entrance Via SACE Useful Websites

What is the SACE?

Achieving the SACE

SACE Course planner

Stage 2 from 2012

University and TAFE Entry

VET in the SACE

Subject Selection for Stage 1 2013

Concerning Literacy Subjects

Concerning Numeracy Subjects

Concerning Subjects with Prerequisites

Concerning Tertiary Studies

Concerning Bridging Course Students

Language (offered outside of school)

Studying Stage 2 subjects in 2013

Subject Selection for Stage 2 2013

Tertiary Admissions Requirements

Precluded Combinations & Counting Restrictions

Concerning Tertiary Studies

Personal Learning Plan

Research Project A - non TAS Research Project B - TAS

Self Directed Programs

The Eight Areas of Community Learning

A Guide to University Entry

SACE 10 and 20 Credit Tertiary Admission Subjects (TAS)

SACE 10 and 20 Credit Tertiary Admission Subjects (TAS)

Humanities and Social Sciences Learning Area

SACE 10 and 20 Credit Tertiary Admission Subjects (TAS)

SACE 10 and 20 Credit Tertiary Admission Subjects (TAS)

University Entry Via SACE

need not be in consecutive years

2WPC20 Workplace Practices

2WPA10 Workplace Practices A 2WPB10 Workplace Practices B

2VAA20 Visual Arts Art

2VAD10 Visual Arts Design 2VAD20 Visual Arts Design

TAFE Entry Via SACE

Contact Teachers Senior Campus

Ms Harvey, Mr D Carter, Mr LeCornu, Ms Marano, Ms Jacobs

EAST ADELAIDE SCHOOLS CLUSTER 2013 VET INFORMATION

The Norwood Morialta High School

Kerryn Harvey Campus Head Senior Campus

The Norwood Morialta High School

Cost: Semester $___________________

Full Year $______________________

DECLARATION: I _______________________________________________________________agree to _______________________________

Signed (Parent / Caregiver) ______________________________________________________________ Date: __________ Signed (Student) __________________________________________

Approved Not Approved

Sub School Head ____________________________________________ Campus Head _______________________________________________

Useful Web Sites

University of Adelaide http://www.adelaide.edu.au University of SA http://www.unisa.edu.au

THE NORWOOD MORIALTA HIGH SCHOOL http://www.nmhs.sa.edu.au

The Arts Curriculum at NMHS

DECLARATION: I _________________________________agree to _

Signed (Parent / Caregiver) __________________ Date: Signed (Student)

Sub School Head Campus Head ___