Science
Overview
What is Science? Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises.
The Australian Curriculum: Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.
In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this “scientific literacy” are well established, including giving students the capability to investigate the natural world and changes made to it through human activity.
The science curriculum promotes six overarching ideas that highlight certain common approaches to a scientific view of the world and which can be applied to many of the areas of science understanding. These overarching ideas are patterns, order and organisation; form and function; stability and change; systems; scale and measurement; and matter and energy
Students will acquire an understanding, the knowledge and skills through which they can develop a scientific view of the world. They will be challenged to explore science, its concepts, nature and uses through an inquiry processes.
The Science Curriculum has been designed around three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills.
The Science curriculum is organised into three strands and several sub-strands:
Through the practice of science, the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills are closely integrated; the work of scientists reflects the nature and development of science, is built around scientific inquiry and seeks to respond to and influence society’s needs.
General capabilities
In the Australian Curriculum: Science, general capabilities are identified wherever they are developed or applied in content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning through content elaborations. Icons indicate where general capabilities have been identified in Science content. Teachers may find further opportunities to incorporate explicit teaching of the capabilities depending on their choice of activities.
At Findon High School - Science is a compulsory full year subject for students in Years 8 to 10. Students are placed in “Advanced” and “Standard” programs from Year 9 onwards based on the results of their previous studies. Parents and students will have the opportunity to participate in this choice. The particular type of science studied in the senior school is based on both career needs and recommendations from teachers based on achievement in previous years. Further details about the nature of the courses at each year level follow.
The Australian Curriculum: Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.
In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this “scientific literacy” are well established, including giving students the capability to investigate the natural world and changes made to it through human activity.
The science curriculum promotes six overarching ideas that highlight certain common approaches to a scientific view of the world and which can be applied to many of the areas of science understanding. These overarching ideas are patterns, order and organisation; form and function; stability and change; systems; scale and measurement; and matter and energy
Students will acquire an understanding, the knowledge and skills through which they can develop a scientific view of the world. They will be challenged to explore science, its concepts, nature and uses through an inquiry processes.
The Science Curriculum has been designed around three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills.
The Science curriculum is organised into three strands and several sub-strands:
- Science Understanding
- Biological
- Chemical
- Earth and Space
- Physical Sciences
- Science as Human Endeavour
- Nature and development of science
- Use and influence of science
- Science Enquiry Skills
- Questioning and predicting
- Planning and conducting
- Processing and analysing data and information
- Evaluating
- Communicating
Through the practice of science, the three strands of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills are closely integrated; the work of scientists reflects the nature and development of science, is built around scientific inquiry and seeks to respond to and influence society’s needs.
General capabilities
In the Australian Curriculum: Science, general capabilities are identified wherever they are developed or applied in content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning through content elaborations. Icons indicate where general capabilities have been identified in Science content. Teachers may find further opportunities to incorporate explicit teaching of the capabilities depending on their choice of activities.
At Findon High School - Science is a compulsory full year subject for students in Years 8 to 10. Students are placed in “Advanced” and “Standard” programs from Year 9 onwards based on the results of their previous studies. Parents and students will have the opportunity to participate in this choice. The particular type of science studied in the senior school is based on both career needs and recommendations from teachers based on achievement in previous years. Further details about the nature of the courses at each year level follow.
Year 8 - SCience
CODE: 8SCI1, 8SCI2
SEMESTERS 1 and 2
By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the time scales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems.
Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types
SEMESTERS 1 and 2
By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the time scales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems.
Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types
Year 9 - Science
CODE: 9SCI1, 9SCI2
SEMESTERS 1 and 2
By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.
Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences
Note: Based on ability and/or career interests, students are arranged into “Advanced” and “Standard” classes at the beginning of Year 9. Advanced classes study topics to a greater depth. Typically students in an advanced Year 9 Science class proceed to an advanced Year 10 Science Class. This has implications for subject choices in Year 11. Please refer to the “Recommended Previous Studies” for the Stage 1 Chemistry and Physics courses below.
SEMESTERS 1 and 2
By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.
Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences
Note: Based on ability and/or career interests, students are arranged into “Advanced” and “Standard” classes at the beginning of Year 9. Advanced classes study topics to a greater depth. Typically students in an advanced Year 9 Science class proceed to an advanced Year 10 Science Class. This has implications for subject choices in Year 11. Please refer to the “Recommended Previous Studies” for the Stage 1 Chemistry and Physics courses below.
Year 10 - Science
CODE: 0SCI1, 0SCI2
SEMESTERS 1 and 2
By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.
Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.
Note: Based on ability and/or career interests, students are arranged into “Advanced” and “Standard” classes. Advanced classes study topics to a greater depth. Typically students in an advanced Year 9 Science class proceed to an advanced Year 10 Science Class. This has implications for subject choices in Year 11. Please refer to the “Recommended Previous Studies” for the Stage 1 Chemistry and Physics courses below.
SEMESTERS 1 and 2
By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.
Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.
Note: Based on ability and/or career interests, students are arranged into “Advanced” and “Standard” classes. Advanced classes study topics to a greater depth. Typically students in an advanced Year 9 Science class proceed to an advanced Year 10 Science Class. This has implications for subject choices in Year 11. Please refer to the “Recommended Previous Studies” for the Stage 1 Chemistry and Physics courses below.
Stage 1 - Physics
CODE: 1PYS101, 1PYS102
SEMESTERS 1 and 2
ALTERNATIVE:
Recommended Previous Studies:
Advanced 0SCI1, 0SCI2 or a high level of achievement in Standard 0SCI1, 0SCI2
Prerequisites: 1PYS101 for 1PYS102
Advice to Students:
Physics gives students the opportunity to gain a range of employment and life skills, such as the ability to work collaboratively to produce a successful outcome, and skills in organising and processing information.
Physics provides a pathway to further study in tertiary institutions, including the following nationally accredited training packages:
Physics also provides a pathway to a number of university courses, and associated careers in areas such as:
Structure and Organisation:
Both units should be taken. Topics studied include:
SEMESTERS 1 and 2
ALTERNATIVE:
Recommended Previous Studies:
Advanced 0SCI1, 0SCI2 or a high level of achievement in Standard 0SCI1, 0SCI2
Prerequisites: 1PYS101 for 1PYS102
Advice to Students:
Physics gives students the opportunity to gain a range of employment and life skills, such as the ability to work collaboratively to produce a successful outcome, and skills in organising and processing information.
Physics provides a pathway to further study in tertiary institutions, including the following nationally accredited training packages:
- Aeroskills,
- Automotive Industry Retail Service and Repair,
- Civil Construction,
- Electrotechnology Industry,
- General Construction,
- Metals and Engineering Industry
Physics also provides a pathway to a number of university courses, and associated careers in areas such as:
- Applied Science,
- Architecture,
- Computing,
- Dentistry,
- Electrical and Mechanical Engineering,
- Medicine,
- Physiotherapy,
- Science.
Structure and Organisation:
Both units should be taken. Topics studied include:
- Kinetic Theory and Heat
- Waves and wave applications
- Electric Charge and circuits
- Forces and Motion
- Astronomy
Stage 1 - Chemistry
CODE: 1CME101, 1CME102
SEMESTERS 1 and 2
ALTERNATIVE:
Recommended Previous Studies:
Advanced 0SCI1, 0SCI2 or a high level of achievement in Standard 0SCI1, 0SCI2
Prerequisites: 1CME101 for 1CME102
Advice to Students:
Both units should be taken.
Chemistry provides a pathway to further study in tertiary institutions, including the following nationally accredited training packages:
Chemistry also provides a pathway to a number of university courses and associated careers in areas such as:
Topics Studied include:
SEMESTERS 1 and 2
ALTERNATIVE:
Recommended Previous Studies:
Advanced 0SCI1, 0SCI2 or a high level of achievement in Standard 0SCI1, 0SCI2
Prerequisites: 1CME101 for 1CME102
Advice to Students:
Both units should be taken.
Chemistry provides a pathway to further study in tertiary institutions, including the following nationally accredited training packages:
- Agriculture,
- Food Processing Industry,
- Horticulture,
- Laboratory Operations,
- Metalliferous Mining,
- Veterinary Nursing
Chemistry also provides a pathway to a number of university courses and associated careers in areas such as:
- Biotechnology,
- engineering,
- environmental studies,
- medicine,
- nursing,
- science,
- soil science
Topics Studied include:
- Introduction to Senior Chemistry.
- Introduction to concepts in Chemistry including atomic theory, structure, bonding, and types of chemical reactions.
- Study of Chemistry as it relates to everyday situations in such topics as Useful Materials, Petrol, Corrosion.
- Quantitative Chemistry
- Electrochemistry
- Water
- Acids and alkalis
- The atmosphere
Stage 1 - Biology
CODE: 1BIG101, 1BIG102
SEMESTERS 1 and 2
ALTERNATIVE:
Advice to Students:
Biology helps people to develop an appreciation and understanding of the living world, and to understand the importance of using the resources of the environment in a sustainable way.
The ideas and theories of biology are applied in many other disciplines (e.g. biochemistry, pharmacology, sport science). Biology provides useful background knowledge for many occupations in fields such as agriculture, conservation, forestry, horticulture, medicine, pollution control, veterinary science, and viticulture.
Structure and Organisation:
One or both units may be taken. Topics studied include:
Note: Students are strongly advised to take at least 1BIO1 if they intend to take Stage 2 Biology next year.
SEMESTERS 1 and 2
ALTERNATIVE:
Advice to Students:
Biology helps people to develop an appreciation and understanding of the living world, and to understand the importance of using the resources of the environment in a sustainable way.
The ideas and theories of biology are applied in many other disciplines (e.g. biochemistry, pharmacology, sport science). Biology provides useful background knowledge for many occupations in fields such as agriculture, conservation, forestry, horticulture, medicine, pollution control, veterinary science, and viticulture.
Structure and Organisation:
One or both units may be taken. Topics studied include:
- Introduction to biological process
- Classification
- Animal and plant adaptations; environmental issues
- Man’s influence on the biosphere.
- The cell
- Macromolecules
- Food and nutrition
- Organism organisation
- Social issues eg genetic engineering, cancer
- Marine biology, including aquaculture
Note: Students are strongly advised to take at least 1BIO1 if they intend to take Stage 2 Biology next year.
Stage 2 - Physics
CODE: 2PYS20
SEMESTERS 1 and 2
ALTERNATIVE:
Prerequisites: 1PYS101 & 1PHY102 i.e. both units of Stage 1 Physics
Advice to Students:
Physics gives students the opportunity to gain a range of employment and life skills, such as the ability to work collaboratively to produce a successful outcome, and skills in organising and processing information.
Physics provides a pathway to further study in tertiary institutions, including the following nationally accredited training packages:
Physics also provides a pathway to a number of university courses, and associated careers in areas such as:
Structure and Organisation:
This course is designed to present Physics in such a way as to encourage interest and enjoyment through an emphasis on the understanding of physics concepts and their applications. At the same time the intention is to lay the foundation for future learning in Physics and related areas.
There are 4 major areas of study;
The school-assessed mark contributing to the final assessment is based on theory tests and essays, practical reports and skills tests, and an Information Search and oral presentation.
Assessment
SEMESTERS 1 and 2
ALTERNATIVE:
Prerequisites: 1PYS101 & 1PHY102 i.e. both units of Stage 1 Physics
Advice to Students:
Physics gives students the opportunity to gain a range of employment and life skills, such as the ability to work collaboratively to produce a successful outcome, and skills in organising and processing information.
Physics provides a pathway to further study in tertiary institutions, including the following nationally accredited training packages:
- Aeroskills,
- Automotive Industry Retail Service and Repair,
- Civil Construction,
- Electrotechnology Industry,
- General Construction,
- Metals and Engineering Industry
Physics also provides a pathway to a number of university courses, and associated careers in areas such as:
- Applied Science,
- Architecture,
- Computing,
- Dentistry,
- Electrical and Mechanical Engineering,
- Medicine,
- Physiotherapy,
- Science.
Structure and Organisation:
This course is designed to present Physics in such a way as to encourage interest and enjoyment through an emphasis on the understanding of physics concepts and their applications. At the same time the intention is to lay the foundation for future learning in Physics and related areas.
There are 4 major areas of study;
- Motion in Two Dimensions,
- Electricity and Magnetism,
- Light and Matter,
- Atoms and Nuclei.
The school-assessed mark contributing to the final assessment is based on theory tests and essays, practical reports and skills tests, and an Information Search and oral presentation.
Assessment
- Assessment in Stage 2 Physics consists of the following components, weighted as shown:
- Assessment Type 1: External Examination (30%)
- Assessment Type 2: Skills and Application Tests (40%)
- Assessment Type 3: Folio (30%)
Stage 2 - Chemistry
CODE: 2CME20,
SEMESTERS 1 and 2
ALTERNATIVE:
Prerequisites: 1CME101and 1CME102 i.e. both units of Stage 1 Chemistry
Advice to Students:
Chemistry provides a pathway to further study in tertiary institutions, including the following nationally accredited training packages:
Chemistry also provides a pathway to a number of university courses and associated careers in areas such as:
Structure and Organisation:
Chemistry is a science essential for the full understanding of the world in which we live. This course aims to develop an understanding of the concepts necessary for this awareness and endeavours to foster students' interest in chemistry as an experimentally based subject. Emphasis is therefore placed on students' performing experiments and, through the observation and interpretation of chemical phenomena, becoming more aware of the nature and applications of the subject.
Topics studied include:
Student theory and practical work contributes to their final assessment grade as does a Social Relevance report on a topic of the student’s own choice.
Assessment
Assessment in Stage 2 Chemistry consists of the following components, weighted as shown:
SEMESTERS 1 and 2
ALTERNATIVE:
Prerequisites: 1CME101and 1CME102 i.e. both units of Stage 1 Chemistry
Advice to Students:
Chemistry provides a pathway to further study in tertiary institutions, including the following nationally accredited training packages:
- Agriculture,
- Food Processing Industry,
- Horticulture,
- Laboratory Operations,
- Metalliferous Mining,
- Veterinary Nursing
Chemistry also provides a pathway to a number of university courses and associated careers in areas such as:
- Biotechnology,
- engineering,
- environmental studies,
- medicine,
- nursing,
- science,
- soil science
Structure and Organisation:
Chemistry is a science essential for the full understanding of the world in which we live. This course aims to develop an understanding of the concepts necessary for this awareness and endeavours to foster students' interest in chemistry as an experimentally based subject. Emphasis is therefore placed on students' performing experiments and, through the observation and interpretation of chemical phenomena, becoming more aware of the nature and applications of the subject.
Topics studied include:
- Skills
- Elemental and Environmental Chemistry
- Analytical techniques
- Using and Controlling Reactions
- Organic and Biological Chemistry
- Materials.
Student theory and practical work contributes to their final assessment grade as does a Social Relevance report on a topic of the student’s own choice.
Assessment
Assessment in Stage 2 Chemistry consists of the following components, weighted as shown:
- Assessment Type 1: External Examination (30%)
- Assessment Type 2: Skills and Application Tests (40%)
- Assessment Type 3: Folio (30%).
Stage 2 - Biology
CODE: 2BIG20
SEMESTERS 1 and 2
ALTERNATIVE:
Recommended Previous Studies: 1BIG101 & 1BIG102
Advice to Students:
Biology helps people to develop an appreciation and understanding of the living world, and to understand the importance of using the resources of the environment in a sustainable way.
The ideas and theories of biology are applied in many other disciplines (e.g. biochemistry, pharmacology, sport science). Biology provides useful background knowledge for many occupations in fields such as agriculture, conservation, forestry, horticulture, medicine, pollution control, veterinary science, and viticulture.
Structure and Organisation:v
This course provides students with an opportunity to develop an understanding of basic biological concepts, to appreciate the interactions of organisms with each other and the environment, and to see the links between advances in biology and the social issues that can arise from these advances. Practical work allows for the development of manipulative skills in working with biological equipment and use of the scientific method in designing and carrying out experiments, making observations, collecting, recording and analysing data and evaluating the results.
The syllabus is organised around four themes:
Assessment
Assessment in Stage 2 Biology consists of the following components, weighted as shown:
SEMESTERS 1 and 2
ALTERNATIVE:
Recommended Previous Studies: 1BIG101 & 1BIG102
Advice to Students:
Biology helps people to develop an appreciation and understanding of the living world, and to understand the importance of using the resources of the environment in a sustainable way.
The ideas and theories of biology are applied in many other disciplines (e.g. biochemistry, pharmacology, sport science). Biology provides useful background knowledge for many occupations in fields such as agriculture, conservation, forestry, horticulture, medicine, pollution control, veterinary science, and viticulture.
Structure and Organisation:v
This course provides students with an opportunity to develop an understanding of basic biological concepts, to appreciate the interactions of organisms with each other and the environment, and to see the links between advances in biology and the social issues that can arise from these advances. Practical work allows for the development of manipulative skills in working with biological equipment and use of the scientific method in designing and carrying out experiments, making observations, collecting, recording and analysing data and evaluating the results.
The syllabus is organised around four themes:
- Macromolecules
- Cells
- Organisms
- Ecosystems
Assessment
Assessment in Stage 2 Biology consists of the following components, weighted as shown:
- Assessment Type 1: External Examination (30%)
- Assessment Type 2: Skills and Application Tests (40%)
- Assessment Type 3: Folio (30%).
Stage 2 - Psychology
CODE: 2PSC20
SEMESTERS 1 and 2
ALTERNATIVE:
Recommended Previous Studies:
Advice to Students:
Psychology is the systematic study of behaviour, the processes that underlie it and the factors that influence it. Through such study students come to better understand themselves and their social worlds.
It also addresses the ways in which behaviour can be changed. It can offer help for individuals who are in distress as well as those who seek a more satisfying and fulfilling life.
Course organisation and structure
This is a full year course comprised of six units:
Assessment:
SEMESTERS 1 and 2
ALTERNATIVE:
Recommended Previous Studies:
Advice to Students:
Psychology is the systematic study of behaviour, the processes that underlie it and the factors that influence it. Through such study students come to better understand themselves and their social worlds.
It also addresses the ways in which behaviour can be changed. It can offer help for individuals who are in distress as well as those who seek a more satisfying and fulfilling life.
Course organisation and structure
This is a full year course comprised of six units:
- Introduction to Psychology
- Social Cognition
- Learning
- Personality
- Altered states of awareness e.g. arousal, stress and sleep
- Healthy minds
Assessment:
- Two major investigations
a. Collaborative Investigation (15%
b. Individual Investigation (25%) - Assignments based on the individual units (30%)
- Examination (30%)