Humanities and
Social Sciences
Overview
In the Humanities and Social Science the courses of Geography and History, and Civics and Citizenship are being taught over the year as individual units. The course of Economics and Business is currently taught at year 8 only.
HISTORY
What is History? History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively.
The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society
Historical Knowledge and Understanding
This strand includes personal, family, local, state or territory, national, regional and world history. There is an emphasis on Australian history in its world history context at Foundation to Year 10 and a focus on world history in the senior secondary years. The strand includes a study of societies, events, movements and developments that have shaped world history from the time of the earliest human communities to the present day.
This strand explores key concepts for developing historical understanding, such as: evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
Historical Skills
This strand promotes skills used in the process of historical inquiry: chronology, terms and concepts; historical questions and research; the analysis and use of sources; perspectives and interpretations; explanation and communication. Within this strand there is an increasing emphasis on historical interpretation and the use of evidence.
Relationship between the strands
The two strands are integrated in the development of a teaching and learning program. The Historical Knowledge and Understanding strand provides the contexts through which particular skills are to be developed. Historical Skills have been described in bands of schooling (over three years at Foundation to Year 2 and at two-year intervals in subsequent year levels). The sequencing and description of the Historical Skills strand, in bands of schooling will assist in multi-age programming by providing a common focus for the teaching and learning of content in the Historical Knowledge and Understanding strand.
Inquiry questions
Each year level from Foundation to Year 10 includes key inquiry questions that provide a framework for developing students’ historical knowledge, understanding and skills.
GEOGRAPHY
What is Geography? Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal to the global and time periods from a few years to thousands of years.
Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for that world, and propose actions designed to shape a socially just and sustainable future.
The concept of place develops students’ curiosity and wonder about the diversity of the world’s places, peoples, cultures and environments. Students examine why places have particular environmental and human characteristics, explore the similarities and differences between them, investigate their meanings and significance to people and examine how they are managed and changed.
Students use the concept of space to investigate the effects of location and distance on the characteristics of places, the significance of spatial distributions, and the organisation and management of space at different scales. Through the concept of environment students learn about the role of the environment in supporting the physical and emotional aspects of human life, the important interrelationships between people and environments, and the range of views about these interrelationships.
Students use the concept of interconnection to understand how the causal relationships between places, people and environments produce constant changes to their characteristics. Through the concept of sustainability students explore how the environmental functions that support their life and wellbeing can be sustained. The concept of scale helps them explore problems and look for explanations at different levels, for example, local or regional. The concept of change helps them to explain the present and forecast possible futures.
Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned. They conduct fieldwork, map and interpret data and spatial distributions, and use spatial technologies. Students develop a wide range of general skills and capabilities, including information and communication technology skills, an appreciation of different perspectives, an understanding of ethical research principles, a capacity for teamwork and an ability to think critically and creatively. These skills can be applied in everyday life and at work
The Australian Curriculum: Geography is organised in two related strands: Geographical Knowledge and Understanding, and Geographical Inquiry and Skills.
Geographical Knowledge and Understanding
Geographical Knowledge refers to the facts, generalisations, principles, theories and models developed in geography. This knowledge is dynamic and its interpretation can be contested, with opinions and conclusions supported by evidence and logical argument.
Geographical Understanding is the ability to see the relationships between aspects of knowledge and construct explanatory frameworks to illustrate these relationships. It is also the ability to apply this knowledge to new situations or to solve new problems.
Geographical Inquiry and Skills
Geographical Inquiry is a process by which students learn about and deepen their understanding of geography. It involves individual or group investigations that start with geographical questions and proceed through the collection, evaluation, analysis and interpretation of information to the development of conclusions and proposals for actions. Inquiries may vary in scale and geographical context.
Geographical Skills are the techniques that geographers use in their investigations, both in fieldwork and in the classroom. Students learn to think critically about the methods used to obtain, represent, analyse and interpret information and communicate findings. Key skills developed through Australian Curriculum: Geography include formulating a question and research plan, recording and data representation skills, using a variety of spatial technologies and communicating with appropriate geographical vocabulary.
Geographical Skills are described in the curriculum under five sub-headings representing the stages of a complete investigation. Over each two-year stage students should learn the methods and skills specified for that stage, but it is not intended that they should always be learned in the context of a complete inquiry. Teachers could, for example, provide students with data to represent or analyse rather than have them collect the information themselves. Inquiry does not always require the collection and processing of information: the starting point could be a concept or an ethical or aesthetic issue that can be explored orally. Many inquiries should start from the observations, questions and curiosity of students. Inquiry will progressively move from more teacher-centred to more student-centred as students develop cognitive abilities and gain experience with the process and methods across the years of schooling. content. Details may be found at: www.australiancurriculum.edu.au
Civics and Citizenship
What is Civics and Citizenship?
Civics and Citizenship is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society.
The Australian Curriculum: Civics and Citizenship provides opportunities to develop students’ knowledge and understanding of Australia's representative democracy and the key institutions, processes, and roles people play in Australia’s political and legal systems. Emphasis is placed on Australia's federal system of government, derived from the Westminster system, and the liberal democratic values that underpin it such as freedom, equality and the rule of law. The curriculum explores how the people, as citizens, choose their governments; how the system safeguards democracy by vesting people with civic rights and responsibilities; how laws and the legal system protect people’s rights; and how individuals and groups can influence civic life.
The curriculum recognises that Australia is a secular nation with a multicultural and multi-faith society, and promotes the development of inclusivity by developing students’ understanding of broader values such as respect, civility, equity, justice and responsibility. It acknowledges the experiences and contributions of Aboriginal and Torres Strait Islander Peoples and their identities within contemporary Australia. While the curriculum strongly focuses on the Australian context, students also reflect on Australia’s position, obligations and the role of the citizen today within an interconnected world.
Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that enable them to be active and informed citizens; to question, understand and contribute to the world in which they live. The curriculum also offers opportunities for students to develop a wide range of general skills and capabilities, including an appreciation of diverse perspectives, empathy, collaboration, negotiation, self-awareness and intercultural understanding.
The Civics and Citizenship curriculum aims to reinforce students’ appreciation and understanding of what it means to be a citizen. It explores ways in which students can actively shape their lives, value their belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. As reflective, active and informed decision-makers, students will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic nation
Economics and Business
What is Economics and Business?
Economics and Business explores the ways individuals, families, the community, businesses and governments make decisions in relation to the allocation of resources. It aims to enable students to understand the process of economic and business decision-making and its effects on themselves and others, now and in the future.
The study of economics and business develops the knowledge, understanding and skills that will inform students about the economy and encourage them to participate in and contribute to it. The curriculum examines those aspects of economics and business that underpin decision-making at personal, local, national, regional and global levels. Students learn to appreciate the interdependence of decisions made, as well as the effects of these decisions on consumers, businesses, governments and other economies.
The Economics and Business curriculum is informed by four organising ideas that help in developing students’ economics and business knowledge, understanding and skills: resource allocation and making choices; the business environment; consumer and financial literacy; and work and work futures. At the same time, students are exposed to and encouraged to develop enterprising behaviours and capabilities such as embracing change; seeking innovation; working with others; showing initiative, flexibility and leadership; using new technologies; planning and organising; managing risk; and using resources efficiently. In studying economics and business students will develop transferable skills that enable them to identify contemporary economic and business issues or events; investigate these by collecting and interpreting relevant information and data; apply economic and business reasoning and concepts to make informed decisions; and reflect on, evaluate and communicate their conclusions.
By developing economics and business knowledge, understanding and skills, students will be better placed now and in their adult lives to actively and effectively participate in economic and business activities. This will enable them to contribute to the development of prosperous, sustainable and equitable Australian and global economies, and to secure their own financial wellbeing.
HISTORY
What is History? History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively.
The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society
Historical Knowledge and Understanding
This strand includes personal, family, local, state or territory, national, regional and world history. There is an emphasis on Australian history in its world history context at Foundation to Year 10 and a focus on world history in the senior secondary years. The strand includes a study of societies, events, movements and developments that have shaped world history from the time of the earliest human communities to the present day.
This strand explores key concepts for developing historical understanding, such as: evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
Historical Skills
This strand promotes skills used in the process of historical inquiry: chronology, terms and concepts; historical questions and research; the analysis and use of sources; perspectives and interpretations; explanation and communication. Within this strand there is an increasing emphasis on historical interpretation and the use of evidence.
Relationship between the strands
The two strands are integrated in the development of a teaching and learning program. The Historical Knowledge and Understanding strand provides the contexts through which particular skills are to be developed. Historical Skills have been described in bands of schooling (over three years at Foundation to Year 2 and at two-year intervals in subsequent year levels). The sequencing and description of the Historical Skills strand, in bands of schooling will assist in multi-age programming by providing a common focus for the teaching and learning of content in the Historical Knowledge and Understanding strand.
Inquiry questions
Each year level from Foundation to Year 10 includes key inquiry questions that provide a framework for developing students’ historical knowledge, understanding and skills.
GEOGRAPHY
What is Geography? Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal to the global and time periods from a few years to thousands of years.
Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for that world, and propose actions designed to shape a socially just and sustainable future.
The concept of place develops students’ curiosity and wonder about the diversity of the world’s places, peoples, cultures and environments. Students examine why places have particular environmental and human characteristics, explore the similarities and differences between them, investigate their meanings and significance to people and examine how they are managed and changed.
Students use the concept of space to investigate the effects of location and distance on the characteristics of places, the significance of spatial distributions, and the organisation and management of space at different scales. Through the concept of environment students learn about the role of the environment in supporting the physical and emotional aspects of human life, the important interrelationships between people and environments, and the range of views about these interrelationships.
Students use the concept of interconnection to understand how the causal relationships between places, people and environments produce constant changes to their characteristics. Through the concept of sustainability students explore how the environmental functions that support their life and wellbeing can be sustained. The concept of scale helps them explore problems and look for explanations at different levels, for example, local or regional. The concept of change helps them to explain the present and forecast possible futures.
Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned. They conduct fieldwork, map and interpret data and spatial distributions, and use spatial technologies. Students develop a wide range of general skills and capabilities, including information and communication technology skills, an appreciation of different perspectives, an understanding of ethical research principles, a capacity for teamwork and an ability to think critically and creatively. These skills can be applied in everyday life and at work
The Australian Curriculum: Geography is organised in two related strands: Geographical Knowledge and Understanding, and Geographical Inquiry and Skills.
Geographical Knowledge and Understanding
Geographical Knowledge refers to the facts, generalisations, principles, theories and models developed in geography. This knowledge is dynamic and its interpretation can be contested, with opinions and conclusions supported by evidence and logical argument.
Geographical Understanding is the ability to see the relationships between aspects of knowledge and construct explanatory frameworks to illustrate these relationships. It is also the ability to apply this knowledge to new situations or to solve new problems.
Geographical Inquiry and Skills
Geographical Inquiry is a process by which students learn about and deepen their understanding of geography. It involves individual or group investigations that start with geographical questions and proceed through the collection, evaluation, analysis and interpretation of information to the development of conclusions and proposals for actions. Inquiries may vary in scale and geographical context.
Geographical Skills are the techniques that geographers use in their investigations, both in fieldwork and in the classroom. Students learn to think critically about the methods used to obtain, represent, analyse and interpret information and communicate findings. Key skills developed through Australian Curriculum: Geography include formulating a question and research plan, recording and data representation skills, using a variety of spatial technologies and communicating with appropriate geographical vocabulary.
Geographical Skills are described in the curriculum under five sub-headings representing the stages of a complete investigation. Over each two-year stage students should learn the methods and skills specified for that stage, but it is not intended that they should always be learned in the context of a complete inquiry. Teachers could, for example, provide students with data to represent or analyse rather than have them collect the information themselves. Inquiry does not always require the collection and processing of information: the starting point could be a concept or an ethical or aesthetic issue that can be explored orally. Many inquiries should start from the observations, questions and curiosity of students. Inquiry will progressively move from more teacher-centred to more student-centred as students develop cognitive abilities and gain experience with the process and methods across the years of schooling. content. Details may be found at: www.australiancurriculum.edu.au
Civics and Citizenship
What is Civics and Citizenship?
Civics and Citizenship is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society.
The Australian Curriculum: Civics and Citizenship provides opportunities to develop students’ knowledge and understanding of Australia's representative democracy and the key institutions, processes, and roles people play in Australia’s political and legal systems. Emphasis is placed on Australia's federal system of government, derived from the Westminster system, and the liberal democratic values that underpin it such as freedom, equality and the rule of law. The curriculum explores how the people, as citizens, choose their governments; how the system safeguards democracy by vesting people with civic rights and responsibilities; how laws and the legal system protect people’s rights; and how individuals and groups can influence civic life.
The curriculum recognises that Australia is a secular nation with a multicultural and multi-faith society, and promotes the development of inclusivity by developing students’ understanding of broader values such as respect, civility, equity, justice and responsibility. It acknowledges the experiences and contributions of Aboriginal and Torres Strait Islander Peoples and their identities within contemporary Australia. While the curriculum strongly focuses on the Australian context, students also reflect on Australia’s position, obligations and the role of the citizen today within an interconnected world.
Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that enable them to be active and informed citizens; to question, understand and contribute to the world in which they live. The curriculum also offers opportunities for students to develop a wide range of general skills and capabilities, including an appreciation of diverse perspectives, empathy, collaboration, negotiation, self-awareness and intercultural understanding.
The Civics and Citizenship curriculum aims to reinforce students’ appreciation and understanding of what it means to be a citizen. It explores ways in which students can actively shape their lives, value their belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. As reflective, active and informed decision-makers, students will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic nation
Economics and Business
What is Economics and Business?
Economics and Business explores the ways individuals, families, the community, businesses and governments make decisions in relation to the allocation of resources. It aims to enable students to understand the process of economic and business decision-making and its effects on themselves and others, now and in the future.
The study of economics and business develops the knowledge, understanding and skills that will inform students about the economy and encourage them to participate in and contribute to it. The curriculum examines those aspects of economics and business that underpin decision-making at personal, local, national, regional and global levels. Students learn to appreciate the interdependence of decisions made, as well as the effects of these decisions on consumers, businesses, governments and other economies.
The Economics and Business curriculum is informed by four organising ideas that help in developing students’ economics and business knowledge, understanding and skills: resource allocation and making choices; the business environment; consumer and financial literacy; and work and work futures. At the same time, students are exposed to and encouraged to develop enterprising behaviours and capabilities such as embracing change; seeking innovation; working with others; showing initiative, flexibility and leadership; using new technologies; planning and organising; managing risk; and using resources efficiently. In studying economics and business students will develop transferable skills that enable them to identify contemporary economic and business issues or events; investigate these by collecting and interpreting relevant information and data; apply economic and business reasoning and concepts to make informed decisions; and reflect on, evaluate and communicate their conclusions.
By developing economics and business knowledge, understanding and skills, students will be better placed now and in their adult lives to actively and effectively participate in economic and business activities. This will enable them to contribute to the development of prosperous, sustainable and equitable Australian and global economies, and to secure their own financial wellbeing.
Year 8 - Humanities and Social Sciences
CODE: 8HAS1 and 8HAS2
SEMESTER 1 and 2
Year 8 HASS is taught as a series of individual units over the year - Each unit is describes as a individual subject, with all students covering all the units over the year.
HISTORY
Structure and Organisation
The Ancient to the Modern World
The Year 8 curriculum provides study of history from the end of the ancient period to the beginning of the modern period, c.650 AD (CE) – 1750. This was when major civilisations around the world came into contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.
By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past.
Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame an historical inquiry. They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.
GEOGRAPHY
Structure and Organisation
There are two units of study in the Year 8 curriculum for Geography: Landforms and landscapes and Changing nations.
Landforms and landscapes focuses on investigating geomorphology through a study of landscapes and their landforms. This unit examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes. Landforms and landscapes develops students’ understanding of the concept of environment and enables them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples. These distinctive aspects of landforms and landscapes are investigated using studies drawn from Australia and throughout the world
By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently. They explain interconnections within environments and between people and places and explain how they change places and environments. They propose explanations for spatial distributions and patterns among phenomena and identify associations between distribution patterns. They compare alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors.
Students identify geographically significant questions from observations to frame an inquiry. They locate relevant information from a range of primary and secondary sources to answer inquiry questions. They represent data and the location and distribution of geographical phenomena in a range of appropriate graphic forms, including maps at different scales that conform to cartographic conventions. They analyse geographical data and other information to propose explanations for spatial patterns, trends and relationships and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical terminology and graphic representations in a range of appropriate communication forms. They propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes of their proposal.
ECONOMICS AND BUSINESS
Structure and Organisation
The Year 8 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring the ways markets – including traditional Aboriginal and Torres Strait Islander markets – work within Australia, the participants in the market system and the ways they may influence the market’s operation. The rights, responsibilities and opportunities that arise for businesses, consumers and governments are considered along with the influences on the ways individuals work now and into the future. The emphasis in Year 8 is on national and regional issues, with opportunities for the concepts to also be considered in relation to local community or global issues where appropriate
By the end of Year 8, students explain how markets operate and recognise why governments may influence the market’s operation. They explain the rights and responsibilities of consumers and businesses. They explain why different types of businesses exist and describe the different ways businesses can respond to opportunities in the market. Students describe influences on the way people work, and factors that may affect work in the future.
When researching, students develop questions and gather relevant data and information from different sources to investigate an economic or business issue. They interpret data to identify trends and relationships. They propose a range of alternative responses to an issue and evaluate the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar and unfamiliar problems. Students develop and present evidence-based conclusions using appropriate texts, subject-specific language and concepts. They identify the effects of an economic or business decision and the potential consequences of alternative actions.
CIVICS AND CITIZENSHIP
Structure and Organisation
The Year 8 curriculum provides a study of the responsibilities and freedoms of citizens and how Australians can actively participate in their democracy. Students consider how laws are made and the types of laws used in Australia. Students also examine what it means to be Australian by identifying the reasons for and influences that shape national identity.
By the end of Year 8, students analyse features of Australian democracy, and explain features of Australia’s democracy that enable active participation. They recognise different types of law in Australia and explain how laws are made. They analyse issues about national identity in Australia and the factors that contribute to people’s sense of belonging.
When researching, students develop a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance. They explain different points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and develop solutions to an issue. Students develop and present reasoned arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They identify ways they can be active and informed citizens in different contexts.
SEMESTER 1 and 2
Year 8 HASS is taught as a series of individual units over the year - Each unit is describes as a individual subject, with all students covering all the units over the year.
HISTORY
Structure and Organisation
The Ancient to the Modern World
The Year 8 curriculum provides study of history from the end of the ancient period to the beginning of the modern period, c.650 AD (CE) – 1750. This was when major civilisations around the world came into contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.
By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past.
Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame an historical inquiry. They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.
GEOGRAPHY
Structure and Organisation
There are two units of study in the Year 8 curriculum for Geography: Landforms and landscapes and Changing nations.
Landforms and landscapes focuses on investigating geomorphology through a study of landscapes and their landforms. This unit examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes. Landforms and landscapes develops students’ understanding of the concept of environment and enables them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples. These distinctive aspects of landforms and landscapes are investigated using studies drawn from Australia and throughout the world
By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently. They explain interconnections within environments and between people and places and explain how they change places and environments. They propose explanations for spatial distributions and patterns among phenomena and identify associations between distribution patterns. They compare alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors.
Students identify geographically significant questions from observations to frame an inquiry. They locate relevant information from a range of primary and secondary sources to answer inquiry questions. They represent data and the location and distribution of geographical phenomena in a range of appropriate graphic forms, including maps at different scales that conform to cartographic conventions. They analyse geographical data and other information to propose explanations for spatial patterns, trends and relationships and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical terminology and graphic representations in a range of appropriate communication forms. They propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes of their proposal.
ECONOMICS AND BUSINESS
Structure and Organisation
The Year 8 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring the ways markets – including traditional Aboriginal and Torres Strait Islander markets – work within Australia, the participants in the market system and the ways they may influence the market’s operation. The rights, responsibilities and opportunities that arise for businesses, consumers and governments are considered along with the influences on the ways individuals work now and into the future. The emphasis in Year 8 is on national and regional issues, with opportunities for the concepts to also be considered in relation to local community or global issues where appropriate
By the end of Year 8, students explain how markets operate and recognise why governments may influence the market’s operation. They explain the rights and responsibilities of consumers and businesses. They explain why different types of businesses exist and describe the different ways businesses can respond to opportunities in the market. Students describe influences on the way people work, and factors that may affect work in the future.
When researching, students develop questions and gather relevant data and information from different sources to investigate an economic or business issue. They interpret data to identify trends and relationships. They propose a range of alternative responses to an issue and evaluate the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar and unfamiliar problems. Students develop and present evidence-based conclusions using appropriate texts, subject-specific language and concepts. They identify the effects of an economic or business decision and the potential consequences of alternative actions.
CIVICS AND CITIZENSHIP
Structure and Organisation
The Year 8 curriculum provides a study of the responsibilities and freedoms of citizens and how Australians can actively participate in their democracy. Students consider how laws are made and the types of laws used in Australia. Students also examine what it means to be Australian by identifying the reasons for and influences that shape national identity.
By the end of Year 8, students analyse features of Australian democracy, and explain features of Australia’s democracy that enable active participation. They recognise different types of law in Australia and explain how laws are made. They analyse issues about national identity in Australia and the factors that contribute to people’s sense of belonging.
When researching, students develop a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance. They explain different points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and develop solutions to an issue. Students develop and present reasoned arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They identify ways they can be active and informed citizens in different contexts.
YEAR 9 - HUMANITIES AND SOCIAL SCIENCES
CODE: 9HAS1 and 9HAS2
SEMESTER 1 and 2
Year 9 HASS is taught as a series of individual units over the year - Each unit is describes as a individual subject, with all students covering all the units over the year.
HISTORY
Structure and Organisation
The Making of the Modern World
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I 1914-1918, the ‘war to end all wars’
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame an historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts, and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
GEOGRAPHY
Structure and Organisation
There are two units of study in the Year 9 curriculum for Geography: Biomes and food security and Geographies of interconnections.
Biomes and food security focuses on investigating the role of the biotic environment and its role in food and fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world.
Geographies of interconnections focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them. Students examine the ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places. These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world.
By the end of Year 9, students explain how geographical processes change the characteristics of places. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. Students propose explanations for distributions and patterns over time and across space and describe associations between distribution patterns. They analyse alternative strategies to a geographical challenge using environmental, social and economic criteria and propose and justify a response.
Students use initial research to identify geographically significant questions to frame an inquiry. They collect and evaluate a range of primary and secondary sources and select relevant geographical data and information to answer inquiry questions. They represent multi-variable data in a range of appropriate graphic forms, including special purpose maps that comply with cartographic conventions. They analyse data to propose explanations for patterns, trends, relationships and anomalies and to predict outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings and explanations using relevant geographical terminology and graphic representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes and consequences of their proposal
CIVICS AND CITIZENSHIP
Structure and Organisation
The Year 9 curriculum builds students’ understanding of Australia’s political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision making processes. They investigate the features and principles of Australia’s court system, including its role in applying and interpreting Australian law. Students also examine global connectedness and how this is shaping contemporary Australian society.
By the end of Year 9, students evaluate features of Australia’s political system, and identify and analyse the influences on people’s electoral choices. They explain the key principles of Australia’s system of justice and analyse the role of Australia’s court system. They analyse a range of factors that influence identities and attitudes to diversity.
When researching, students analyse a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance and reliability. They compare and account for different interpretations and points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and negotiate solutions to an issue. Students develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They analyse ways they can be active and informed citizens in different contexts.
SEMESTER 1 and 2
Year 9 HASS is taught as a series of individual units over the year - Each unit is describes as a individual subject, with all students covering all the units over the year.
HISTORY
Structure and Organisation
The Making of the Modern World
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I 1914-1918, the ‘war to end all wars’
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame an historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts, and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
GEOGRAPHY
Structure and Organisation
There are two units of study in the Year 9 curriculum for Geography: Biomes and food security and Geographies of interconnections.
Biomes and food security focuses on investigating the role of the biotic environment and its role in food and fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world.
Geographies of interconnections focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them. Students examine the ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places. These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world.
By the end of Year 9, students explain how geographical processes change the characteristics of places. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. Students propose explanations for distributions and patterns over time and across space and describe associations between distribution patterns. They analyse alternative strategies to a geographical challenge using environmental, social and economic criteria and propose and justify a response.
Students use initial research to identify geographically significant questions to frame an inquiry. They collect and evaluate a range of primary and secondary sources and select relevant geographical data and information to answer inquiry questions. They represent multi-variable data in a range of appropriate graphic forms, including special purpose maps that comply with cartographic conventions. They analyse data to propose explanations for patterns, trends, relationships and anomalies and to predict outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings and explanations using relevant geographical terminology and graphic representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes and consequences of their proposal
CIVICS AND CITIZENSHIP
Structure and Organisation
The Year 9 curriculum builds students’ understanding of Australia’s political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision making processes. They investigate the features and principles of Australia’s court system, including its role in applying and interpreting Australian law. Students also examine global connectedness and how this is shaping contemporary Australian society.
By the end of Year 9, students evaluate features of Australia’s political system, and identify and analyse the influences on people’s electoral choices. They explain the key principles of Australia’s system of justice and analyse the role of Australia’s court system. They analyse a range of factors that influence identities and attitudes to diversity.
When researching, students analyse a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance and reliability. They compare and account for different interpretations and points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and negotiate solutions to an issue. Students develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They analyse ways they can be active and informed citizens in different contexts.
YEAR 10 - HUMANITIES AND SOCIAL SCIENCES
CODE: 0HAS1 and 0HAS2
SEMESTER 1 and 2
Year 10 HASS is taught as a series of individual units over the year - Each unit is describes as a individual subject, with all students covering all the units over the year.
HISTORY
Structure and Organisation
The Modern World and Australia
The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.
By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.
Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame an historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose, and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
GEOGRAPHY
Structure and Organisation
There are two units of study in the Year 10 curriculum for Geography: Environmental change and management and Geographies of human wellbeing.
Environmental change and management focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental worldviews - including those of Aboriginal and Torres Strait Islander Peoples - that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human-environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.
Geographies of human wellbeing focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries, and evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in wellbeing. These distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and across the world as appropriate.
By the end of Year 10, students explain how the interactions between geographical processes at different scales change the characteristics of places. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They propose explanations for distributions, patterns and spatial variations over time, across space and at different scales, and identify and describe significant associations between distribution patterns. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, social and economic criteria and propose and justify a response.
Students use initial research to develop and modify geographically significant questions to frame an inquiry. They collect and critically evaluate a range of primary and secondary sources and select relevant geographical data and information to answer inquiry questions. Students accurately represent multi-variable data in a range of appropriate graphic forms, including special purpose maps that use a suitable scale and comply with cartographic conventions. They evaluate data to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies, and predict outcomes. They synthesise data and information to draw reasoned conclusions, taking into account alternative points of view. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations in a range of appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge taking account of environmental, economic and social considerations. They explain the predicted outcomes and consequences of their proposal.
CIVICS AND CITIZENSHIP
Structure and Organisation
The Year 10 curriculum develops student understanding of Australia’s system of government through comparison with another system of government in the Asian region. Students examine Australia’s roles and responsibilities within the international context, such as its involvement with the United Nations. Students also study the purpose and work of the High Court. They investigate the values and practices that enable a democratic society to be sustained.
By the end of Year 10, students compare and evaluate the key features and values of systems of government, and analyse Australia’s global roles and responsibilities. They analyse the role of the High Court and explain how Australia’s international legal obligations influence law and government policy. Students evaluate a range of factors that sustain democratic societies.
When researching, students evaluate a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance, reliability and omission. They account for and evaluate different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue. Students develop and present evidenced-based arguments incorporating different points of view on civics and citizenship issues. They use appropriate texts and subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different contexts
SEMESTER 1 and 2
Year 10 HASS is taught as a series of individual units over the year - Each unit is describes as a individual subject, with all students covering all the units over the year.
HISTORY
Structure and Organisation
The Modern World and Australia
The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.
By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.
Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame an historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose, and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
GEOGRAPHY
Structure and Organisation
There are two units of study in the Year 10 curriculum for Geography: Environmental change and management and Geographies of human wellbeing.
Environmental change and management focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental worldviews - including those of Aboriginal and Torres Strait Islander Peoples - that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human-environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.
Geographies of human wellbeing focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries, and evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in wellbeing. These distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and across the world as appropriate.
By the end of Year 10, students explain how the interactions between geographical processes at different scales change the characteristics of places. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They propose explanations for distributions, patterns and spatial variations over time, across space and at different scales, and identify and describe significant associations between distribution patterns. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, social and economic criteria and propose and justify a response.
Students use initial research to develop and modify geographically significant questions to frame an inquiry. They collect and critically evaluate a range of primary and secondary sources and select relevant geographical data and information to answer inquiry questions. Students accurately represent multi-variable data in a range of appropriate graphic forms, including special purpose maps that use a suitable scale and comply with cartographic conventions. They evaluate data to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies, and predict outcomes. They synthesise data and information to draw reasoned conclusions, taking into account alternative points of view. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations in a range of appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge taking account of environmental, economic and social considerations. They explain the predicted outcomes and consequences of their proposal.
CIVICS AND CITIZENSHIP
Structure and Organisation
The Year 10 curriculum develops student understanding of Australia’s system of government through comparison with another system of government in the Asian region. Students examine Australia’s roles and responsibilities within the international context, such as its involvement with the United Nations. Students also study the purpose and work of the High Court. They investigate the values and practices that enable a democratic society to be sustained.
By the end of Year 10, students compare and evaluate the key features and values of systems of government, and analyse Australia’s global roles and responsibilities. They analyse the role of the High Court and explain how Australia’s international legal obligations influence law and government policy. Students evaluate a range of factors that sustain democratic societies.
When researching, students evaluate a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance, reliability and omission. They account for and evaluate different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue. Students develop and present evidenced-based arguments incorporating different points of view on civics and citizenship issues. They use appropriate texts and subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different contexts
Stage 1 - Society and Culture
CODE: 1SOR10SEMESTERS 1 and 2ALTERNATIVE: GEOGRAPHY, HISTORY, LEGAL STUDIES, TOURISM
Advice to Students:Society and Culture at Stage 1 and Stage 2 fosters literacy and communication skills and promotes the life skills that will enable students to act as responsible and sensitive members of a culturally diverse, complex, and changing society.
Students learn about the ways in which societies constantly change and are affected by social, political, historical, environmental, economic and cultural factors. Through the study of Society and Culture, students develop the ability to influence their own future by acquiring skills, values and understanding that enable them to participate effectively in contemporary society.
Society and Culture provides a basis for a wide range of pathways. The skills that students will acquire, including researching and analysing material, developing and sustaining an argument, and communicating in a clear and effective manner, are in great demand and can be applied to many occupations. These skills will continue to have a high priority for employers in the future. Society and Culture develops a wide range of valuable interdisciplinary perspectives. Students of Society and Culture find employment and careers in areas such as government, law and politics, the arts, education, social work, social sciences, journalism, publishing, the mass media, museums, and tourism.
Structure and Organisation: This course will be undertaken as a 10 credit subject and will involve the study in two key areas:
The course will require a commitment by the student to be involved in group work and be prepared to develop and express opinions and credits of view. Active participation in discussions, debates and presentations are components of the summative assignment work.
The students will undertake a major individual investigation as a key aspect of assessment.
Advice to Students:Society and Culture at Stage 1 and Stage 2 fosters literacy and communication skills and promotes the life skills that will enable students to act as responsible and sensitive members of a culturally diverse, complex, and changing society.
Students learn about the ways in which societies constantly change and are affected by social, political, historical, environmental, economic and cultural factors. Through the study of Society and Culture, students develop the ability to influence their own future by acquiring skills, values and understanding that enable them to participate effectively in contemporary society.
Society and Culture provides a basis for a wide range of pathways. The skills that students will acquire, including researching and analysing material, developing and sustaining an argument, and communicating in a clear and effective manner, are in great demand and can be applied to many occupations. These skills will continue to have a high priority for employers in the future. Society and Culture develops a wide range of valuable interdisciplinary perspectives. Students of Society and Culture find employment and careers in areas such as government, law and politics, the arts, education, social work, social sciences, journalism, publishing, the mass media, museums, and tourism.
Structure and Organisation: This course will be undertaken as a 10 credit subject and will involve the study in two key areas:
- One topic with a focus on the Australian context
- One topic with a focus on a global context.
The course will require a commitment by the student to be involved in group work and be prepared to develop and express opinions and credits of view. Active participation in discussions, debates and presentations are components of the summative assignment work.
The students will undertake a major individual investigation as a key aspect of assessment.
Stage 1 - Geography
CODE: 1GPY101SEMESTERS 1 and 2ALTERNATIVES: SOCIETY AND CULTURE, HISTORY, LEGAL STUDIES, TOURISM
Advice to Students:Geography is a discipline in which many subjects are integrated to make sense of the complexities of the world. It addresses physical and human-created systems in the study of people and places, and in the relationship between people and their environment. Geography concerns why and where things are located, and what makes places different from each other. It involves the exploration of spatial patterns and processes that describe and shape environments over time.
Geographers find work in a broad range of fields and careers, including local government, environmental planning, management, surveying (geoinfomatics), national parks, demography, education, strategic planning, agriculture and other primary industries, geomorphology, geology, and spatial information technology. As an integrative discipline, geography gives students the foundations to pursue a wide range of vocational education and training pathways. Stage 1 Geography is useful preparation for numerous degree and diploma courses at university and TAFE.
Structure and Organisation:One or both units may be taken. The units focus on the interactions between the natural and human elements of the environment at the local and global scale. It helps to develop knowledge of our environment and skills in understanding it. This understanding will assist students to make informed decisions on environmental issues and act in ways that promote wise use of the environment. The course also aims to introduce students to the use of computers in the simulation and mapping of surface features and the solution of spatial problems in the landscape.
The topics chosen for study are designed to emphasise the interaction between social and physical factors: They include
Advice to Students:Geography is a discipline in which many subjects are integrated to make sense of the complexities of the world. It addresses physical and human-created systems in the study of people and places, and in the relationship between people and their environment. Geography concerns why and where things are located, and what makes places different from each other. It involves the exploration of spatial patterns and processes that describe and shape environments over time.
Geographers find work in a broad range of fields and careers, including local government, environmental planning, management, surveying (geoinfomatics), national parks, demography, education, strategic planning, agriculture and other primary industries, geomorphology, geology, and spatial information technology. As an integrative discipline, geography gives students the foundations to pursue a wide range of vocational education and training pathways. Stage 1 Geography is useful preparation for numerous degree and diploma courses at university and TAFE.
Structure and Organisation:One or both units may be taken. The units focus on the interactions between the natural and human elements of the environment at the local and global scale. It helps to develop knowledge of our environment and skills in understanding it. This understanding will assist students to make informed decisions on environmental issues and act in ways that promote wise use of the environment. The course also aims to introduce students to the use of computers in the simulation and mapping of surface features and the solution of spatial problems in the landscape.
The topics chosen for study are designed to emphasise the interaction between social and physical factors: They include
- Mapping
- Computer Applications in Geography, Ecological Studies
- Urban Development/Planning
- Water Use in Adelaide
- background geographical mapping and landscape interpretation
- basic training using the computer software
- the development of a spatial problem to explore and solve
- the collection of data and the use of Global Positioning Systems
- producing maps from the data and using advanced map creation techniques
- Writing analysis and producing a report for competition entry
Stage 1 - Modern History
CODE: 1HSY10
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE, GEOGRAPHY, LEGAL STUDIES, TOURISM
Advice to students
In the study of Modern History at Stage 1, students explore changes within the world since 1750, examining developments and movements of significance, the ideas that inspired them, and their short- and long-term consequences on societies, systems, and individuals. They explore the impacts that these developments and movements had on people’s ideas, perspectives, and circumstances. They investigate ways in which people, groups, and institutions challenge political structures, social organisation, and economic models to transform societies. Students build their skills in historical method through inquiry, by examining and evaluating the nature of sources, including who wrote or recorded them, whose history they tell, whose stories are not included and why, and how technology is creating new spaces in which histories can be conveyed. Students explore different interpretations, draw conclusions, and develop reasoned historical arguments.
Structure and Organisation:
In modern history, students have the opportunity to examine the historical foundations of a range of societies and cultures. Students will develop research skills as they gather information from a wide range of sources. They will learn to analyse information to enable them to form opinion on world events in an educated manner.
The course is arranged to include:
Assessment
Assessment will include:
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE, GEOGRAPHY, LEGAL STUDIES, TOURISM
Advice to students
In the study of Modern History at Stage 1, students explore changes within the world since 1750, examining developments and movements of significance, the ideas that inspired them, and their short- and long-term consequences on societies, systems, and individuals. They explore the impacts that these developments and movements had on people’s ideas, perspectives, and circumstances. They investigate ways in which people, groups, and institutions challenge political structures, social organisation, and economic models to transform societies. Students build their skills in historical method through inquiry, by examining and evaluating the nature of sources, including who wrote or recorded them, whose history they tell, whose stories are not included and why, and how technology is creating new spaces in which histories can be conveyed. Students explore different interpretations, draw conclusions, and develop reasoned historical arguments.
Structure and Organisation:
In modern history, students have the opportunity to examine the historical foundations of a range of societies and cultures. Students will develop research skills as they gather information from a wide range of sources. They will learn to analyse information to enable them to form opinion on world events in an educated manner.
The course is arranged to include:
- A study of British India through to Indian independence, with a focus on the role of Mahatma Gandhi in the independence movement.
- A study of post-WW2 East – West relations, known as the Cold War
Assessment
Assessment will include:
- Three historical skills assessment tasks
- One historical study task
Stage 1 - legal studies
CODE: 1LEG10
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE, GEOGRAPHY, MODERN HISTORY, TOURISM
Advice to Students:
Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context. Legal Studies provides students with a sound understanding of the structures of the Australian legal system and demonstrates how that system responds and contributes to social change while acknowledging tradition. By analysing the Australian legal system, students consider how diverse groups in society, including Indigenous Australians, influence and are influenced by the legal system.
Legal Studies provides insight into law-making and the processes of dispute resolution and administration of justice. Students evaluate the merits of the adversary system of trial and other forms of dispute resolution systems and processes; in addition, 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.
In Stage 1 Legal Studies, students examine the Australian legal system. They read and write about, and discuss, analyse, and debate issues. Students use a variety of methods to investigate legal issues, such as observing the law in action in courts and through various media.
Several mock hearings and trials are conducted with students in Texas, USA via video conference. Students get to explore and put into practice both the Australian and American Legal Systems.
Structure and Organisation:
The course will be undertaken as a 10-credit subject and involve the study of at least 3 of the following areas, with Law and Society being a compulsory topic:
The course will require a commitment by the student to be involved in group work and be prepared to develop and express opinions and credits of view. Active participation in discussions, debates and presentations are components of the summative assignment work.
Assessment
There will be four assessment tasks, at least one each from the following assessment types, which are used in Stage 1 Legal Studies:
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE, GEOGRAPHY, MODERN HISTORY, TOURISM
Advice to Students:
Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context. Legal Studies provides students with a sound understanding of the structures of the Australian legal system and demonstrates how that system responds and contributes to social change while acknowledging tradition. By analysing the Australian legal system, students consider how diverse groups in society, including Indigenous Australians, influence and are influenced by the legal system.
Legal Studies provides insight into law-making and the processes of dispute resolution and administration of justice. Students evaluate the merits of the adversary system of trial and other forms of dispute resolution systems and processes; in addition, 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.
In Stage 1 Legal Studies, students examine the Australian legal system. They read and write about, and discuss, analyse, and debate issues. Students use a variety of methods to investigate legal issues, such as observing the law in action in courts and through various media.
Several mock hearings and trials are conducted with students in Texas, USA via video conference. Students get to explore and put into practice both the Australian and American Legal Systems.
Structure and Organisation:
The course will be undertaken as a 10-credit subject and involve the study of at least 3 of the following areas, with Law and Society being a compulsory topic:
- Topic 1: Law and Society
- Topic 2: People, Structures, and Processes
- Topic 3: Law-making
- Topic 4: Justice and Society
- Topic 5: Young People and the Law
- Topic 6: Victims and the Law
- Topic 7: Motorists and the Law
The course will require a commitment by the student to be involved in group work and be prepared to develop and express opinions and credits of view. Active participation in discussions, debates and presentations are components of the summative assignment work.
Assessment
There will be four assessment tasks, at least one each from the following assessment types, which are used in Stage 1 Legal Studies:
- Assessment Type1: Folio
- Assessment Type 2: Issues Study
- Assessment Type 3: Presentation
stage 1 - Tourism
CODE: 1TOS10
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE, GEOGRAPHY, HISTORY, LEGAL STUDIES
Advice to Students
In Tourism, students develop an understanding of the nature of tourists, tourism, and the tourism industry, and the complex economic, social, cultural, and environmental impacts and interactions of tourism activity. Students also develop an understanding of tourism from the perspectives of host, tourism operator, and traveller. They investigate tourism locally, nationally, and globally and learn that tourism, as the world’s largest industry, is more than an economic phenomenon. Tourism has an impact, directly and indirectly, on many aspects of people’s lives and on the environment. Students’ understanding of the sustainable management of tourism is central to this subject.
Structure and Organisation
The course is arranged to include the following topics:
Assessment
There will be four assessment tasks, one each from the following assessment types, which are used in Stage 1 Tourism:
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE, GEOGRAPHY, HISTORY, LEGAL STUDIES
Advice to Students
In Tourism, students develop an understanding of the nature of tourists, tourism, and the tourism industry, and the complex economic, social, cultural, and environmental impacts and interactions of tourism activity. Students also develop an understanding of tourism from the perspectives of host, tourism operator, and traveller. They investigate tourism locally, nationally, and globally and learn that tourism, as the world’s largest industry, is more than an economic phenomenon. Tourism has an impact, directly and indirectly, on many aspects of people’s lives and on the environment. Students’ understanding of the sustainable management of tourism is central to this subject.
Structure and Organisation
The course is arranged to include the following topics:
- Preparing for International Travel
- Examining Tourism and Technological Change
- Appreciating Tourism in Australia
- Understanding Tourism and Natural Environments
Assessment
There will be four assessment tasks, one each from the following assessment types, which are used in Stage 1 Tourism:
- Assessment Type 1: Case Study
- Assessment Type 2: Sources Analysis
- Assessment Type 3: Practical Activity
- Assessment Type 4: Investigation
STAGE 2 - SOCIETY AND CULTURE
CODE: 2SOR20
SEMESTERS 1 and 2
ALTERNATIVE: GEOGRAPHY
Recommended Previous Studies:
Any Stage 1 unit from this Learning Area or Stage 1 English.
Advice to Students:
Inquiry based learning is at the core of Society and Culture. Through the study of this topic, students will develop skills in investigating, analysing and presenting findings in a range of contemporary, social issues.
Structure and Organisation:
This subject will be undertaken as a 20 credit subject.
It consists of:
The choice of topics will reflect the variety of experiences, backgrounds and interests that the students bring to this subject. One topic will be selected from each of the groups below:
SEMESTERS 1 and 2
ALTERNATIVE: GEOGRAPHY
Recommended Previous Studies:
Any Stage 1 unit from this Learning Area or Stage 1 English.
Advice to Students:
Inquiry based learning is at the core of Society and Culture. Through the study of this topic, students will develop skills in investigating, analysing and presenting findings in a range of contemporary, social issues.
Structure and Organisation:
This subject will be undertaken as a 20 credit subject.
It consists of:
- key skills of social inquiry;
- three topic studies;
- an investigative assignment (negotiated topic).
The choice of topics will reflect the variety of experiences, backgrounds and interests that the students bring to this subject. One topic will be selected from each of the groups below:
Group 1 |
Group 2 |
Group 3 |
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Assessment:
Assessment consists of the following types, weighted as shown:
Assessment consists of the following types, weighted as shown:
- Type 1: Folio (Three assessments = 50%)·
- Type 2: Interaction (Two assessments = 20%)·
- Type 3: Investigative Assignment (30%)
STAGE 2 - GEOGRAPHY
CODE: 2GPY20
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE
Recommended Previous Studies:
1GPY1 or Stage 1 English
Advice to Students:
As a Geography student you will be actively involved in your learning. Fieldwork and practical activities are an essential aspect of Geography. Much learning will take place outside the classroom through fieldwork. In carrying out fieldwork you will develop skills in mapping, sketching, drawing, photographing, developing models, observing and taking notes, measuring, and interviewing.
You will investigate contemporary issues related to people and the environment. Issues that challenge society inevitably have a spatial component, and hence are potentially geographical issues. Geography provides a unique, integrated approach to these issues. It deals with their social, economic, political and environmental aspects, leading to greater understanding and the basis for resolving them.
In your exploration of issues you will acquire knowledge, understanding, and inquiry skills, which will enable you to make decisions and recommendations. Technology, including, geographical information systems (GIS), satellite imagery, aerial photography, and global positioning systems (GPS), is providing an increasing range of geographical tools and hence broadening the range of skills developed by Geography students. These skills are becoming increasingly crucial in commercial and public sector decision-making.
Geography will increase your awareness of the links between people and the world around you. You will have opportunities to appreciate the choices and constraints that people face, and to develop an awareness of ecological sustainability and social justice issues. Geography will help you become a more informed citizen with skills that will be valuable in future occupations.
Geography provides you with a range of transferable skills that provide the foundation for numerous degree and diploma courses at university and TAFE, and employment in a wide range of vocational pathways.
Geographers find work in government and non-government organisations at all levels. They are employed in environmental planning, management, surveying (geoinformatics), national parks, demography, education, strategic planning, tourism, agriculture and other primary industries, geomorphology, geology, and spatial information technology. As an integrative discipline, geography gives you the foundation to pursue a wide range of vocational education and training pathways.
This curriculum statement provides the flexibility for vocational education and training (VET) units of competency, such as those from Spatial Information Training Packages, to be embedded in school programs.
Structure and Organisation:
Geography is a 20-point subject in which students study a compulsory core topic and two major assignments chosen from option topics. Included in this is the opportunity to develop a negotiated option topic. The ‘Scope’ section also contains a list of skills that are to be integrated into the programming of topics.
Core Topic: Population, Resources, and Development.
This topic introduces students to the processes involved in population change. Through the topic students become aware of the way in which population and consumption impact on the environment. The use of water provides an example of issues related to resource use. Water is fundamental to the preservation of life on the planet. Population and consumption are placing pressure on the finite supply of fresh water. The core topic is compulsory and as a guide it should be allocated approximately 45 hours of programmed school time.
Option Topics
Students must study issues related to two of the following topics:
The assessment of the option topics will be through fieldwork activities and inquiries. It is expected that the development of fieldwork and inquiry skills will be a key focus in the teaching of the option topics, and that students will be provided with time during their studies of the option topics to complete their fieldwork and inquiry tasks.
Each option topic has a list of possible issues and a suggested structure for the study of these issues is provided.
Option topics and the issues chosen for study within them should be chosen with reference to:
As a guide approximately 35 hours of programmed school time should be allocated to each of the two option topics chosen.
Assessment:
Assessment consists of the following components, weighted as shown:
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE
Recommended Previous Studies:
1GPY1 or Stage 1 English
Advice to Students:
As a Geography student you will be actively involved in your learning. Fieldwork and practical activities are an essential aspect of Geography. Much learning will take place outside the classroom through fieldwork. In carrying out fieldwork you will develop skills in mapping, sketching, drawing, photographing, developing models, observing and taking notes, measuring, and interviewing.
You will investigate contemporary issues related to people and the environment. Issues that challenge society inevitably have a spatial component, and hence are potentially geographical issues. Geography provides a unique, integrated approach to these issues. It deals with their social, economic, political and environmental aspects, leading to greater understanding and the basis for resolving them.
In your exploration of issues you will acquire knowledge, understanding, and inquiry skills, which will enable you to make decisions and recommendations. Technology, including, geographical information systems (GIS), satellite imagery, aerial photography, and global positioning systems (GPS), is providing an increasing range of geographical tools and hence broadening the range of skills developed by Geography students. These skills are becoming increasingly crucial in commercial and public sector decision-making.
Geography will increase your awareness of the links between people and the world around you. You will have opportunities to appreciate the choices and constraints that people face, and to develop an awareness of ecological sustainability and social justice issues. Geography will help you become a more informed citizen with skills that will be valuable in future occupations.
Geography provides you with a range of transferable skills that provide the foundation for numerous degree and diploma courses at university and TAFE, and employment in a wide range of vocational pathways.
Geographers find work in government and non-government organisations at all levels. They are employed in environmental planning, management, surveying (geoinformatics), national parks, demography, education, strategic planning, tourism, agriculture and other primary industries, geomorphology, geology, and spatial information technology. As an integrative discipline, geography gives you the foundation to pursue a wide range of vocational education and training pathways.
This curriculum statement provides the flexibility for vocational education and training (VET) units of competency, such as those from Spatial Information Training Packages, to be embedded in school programs.
Structure and Organisation:
Geography is a 20-point subject in which students study a compulsory core topic and two major assignments chosen from option topics. Included in this is the opportunity to develop a negotiated option topic. The ‘Scope’ section also contains a list of skills that are to be integrated into the programming of topics.
Core Topic: Population, Resources, and Development.
This topic introduces students to the processes involved in population change. Through the topic students become aware of the way in which population and consumption impact on the environment. The use of water provides an example of issues related to resource use. Water is fundamental to the preservation of life on the planet. Population and consumption are placing pressure on the finite supply of fresh water. The core topic is compulsory and as a guide it should be allocated approximately 45 hours of programmed school time.
Option Topics
Students must study issues related to two of the following topics:
- Topic 1: Urbanisation
- Topic 2: Rural Places
- Topic 3: Tourism
- Topic 4: Sources and use of Energy
- Topic 5: Coasts
- Topic 6: Biodiversity
- Topic 7: Climate Change
- Topic 8: Soils
- Topic 9: Environmental Hazards
- Topic 10: Globalisation
- Topic 11: Drylands
- Topic 12: Negotiated Topic
The assessment of the option topics will be through fieldwork activities and inquiries. It is expected that the development of fieldwork and inquiry skills will be a key focus in the teaching of the option topics, and that students will be provided with time during their studies of the option topics to complete their fieldwork and inquiry tasks.
Each option topic has a list of possible issues and a suggested structure for the study of these issues is provided.
Option topics and the issues chosen for study within them should be chosen with reference to:
- fieldwork opportunities;
- contemporary nature of the issues on a local, national, and global scale;
- vocational pathways;
- needs and interests of students;
- a balance of human and physical geography;
- available resources.
As a guide approximately 35 hours of programmed school time should be allocated to each of the two option topics chosen.
Assessment:
Assessment consists of the following components, weighted as shown:
- Component 1: Individual Fieldwork Report (25%)
- Component 2: Geographical Inquiry (20%)
- Component 3: Examination (30%)
- Component 4: Course Work (25%)
STAGE 2 - HISTORY
not offered in 2018
STAGE 2 - LEGAL STUDIES
CODE: 2LEG20
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE, GEOGRAPHY, HISTORY, TOURISM
Recommended Previous Studies:
Stage 1 Legal Studies
Advice to Students:
A study of the four topics (as detailed below) provides an exploration of the Australian legal system from the local level to its global connections. Students examine the key concepts of parliamentary democracy, constitutional government, and participation. Central to this understanding is the concept that law-making and dispute resolution are social forces that can affect individuals or groups; generate social, economic, or technological change; and cause conflict or inequity within society.
The Australian legal system is constantly evolving and has strengths and weaknesses. Students analyse the Australian legal, constitutional, and justice systems and explore the different legal perspectives and priorities held by diverse cultural and interest groups. This includes the extent to which the legal system influences, and is influenced by, Indigenous Australians.
A study of the four topics provides opportunities for informed citizenship. The role and influence of the individual in shaping the Australian legal system are explored. Students should be encouraged to seek information from a variety of sources, including the media, government bodies, community groups, and legal bodies, and through participation with, and visits to, relevant locations and organisations.
Structure and Organisation:
Stage 2 Legal Studies is a 20-credit subject that consists of the following four topics:
Assessment:
Stage 2 assessments consist of the following components, weighted as shown:
School Assessment (70%)
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE, GEOGRAPHY, HISTORY, TOURISM
Recommended Previous Studies:
Stage 1 Legal Studies
Advice to Students:
A study of the four topics (as detailed below) provides an exploration of the Australian legal system from the local level to its global connections. Students examine the key concepts of parliamentary democracy, constitutional government, and participation. Central to this understanding is the concept that law-making and dispute resolution are social forces that can affect individuals or groups; generate social, economic, or technological change; and cause conflict or inequity within society.
The Australian legal system is constantly evolving and has strengths and weaknesses. Students analyse the Australian legal, constitutional, and justice systems and explore the different legal perspectives and priorities held by diverse cultural and interest groups. This includes the extent to which the legal system influences, and is influenced by, Indigenous Australians.
A study of the four topics provides opportunities for informed citizenship. The role and influence of the individual in shaping the Australian legal system are explored. Students should be encouraged to seek information from a variety of sources, including the media, government bodies, community groups, and legal bodies, and through participation with, and visits to, relevant locations and organisations.
Structure and Organisation:
Stage 2 Legal Studies is a 20-credit subject that consists of the following four topics:
- Topic 1: The Australian Legal System
A study of this topic develops an understanding that the Australian legal system strives to reflect and protect the fundamental values and beliefs of the community. The aim of the Australian legal system is to support the development of a cohesive and harmonious, yet dynamic, society. Legal systems also confer rights and obligations through laws. Such laws can be classified according to their sources and purposes.
A study of this topic also develops an understanding that there is a legal heritage that includes religious beliefs, customary law, and received law, and that the current structures and operations of the Australian legal system reflect, in the main, the heritage and culture of the white Australian experience. - Topic 2: Constitutional Government
A study of this topic develops an appreciation of the basic principles and features of constitutional government. The motives for federation and the process leading to it are important in understanding Australia’s system of constitutional government.
- Topic 3: Law-making
A study of this topic develops an appreciation that law originates from two fundamental sources — parliament and the courts — but that parliament can delegate some law-making powers to the executive. Parliament is the sovereign law-maker. However, courts can make and extend law in the absence of statute law. This is called common law. Courts can also create case law through statutory interpretation. - Topic 4: Justice Systems.
A study of this topic develops an appreciation of the variety of lawful mechanisms designed to achieve just outcomes in disputes. Such mechanisms range from the more informal alternative dispute resolution methods, where courts are not involved, to a variety of formal court proceedings. This leads to an exploration of the adversary system of trial. Students evaluate the Australian criminal and civil justice systems and compare them with alternatives available in the global community.
Assessment:
Stage 2 assessments consist of the following components, weighted as shown:
School Assessment (70%)
- Assessment Type 1: Folio (50%)
- Assessment Type 2: Inquiry (20%)
- Assessment Type 3: Examination (30%).
- six to eight assessments for the folio
- one inquiry
- one examination.
STAGE 2 - TOURISM
CODE: 2TOS20
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE, GEOGRAPHY, HISTORY, LEGAL STUDIES
Advice to Students
In Tourism, students develop an understanding of the nature of tourists, tourism, and the tourism industry, and the complex economic, social, cultural, and environmental impacts and interactions of tourism activity. Students also develop an understanding of tourism from the perspectives of host, tourism operator, and traveller. They investigate tourism locally, nationally, and globally and learn that tourism, as the world’s largest industry, is more than an economic phenomenon. Tourism has an impact, directly and indirectly, on many aspects of people’s lives and on the environment. Students’ understanding of the sustainable management of tourism is central to this subject.
The course is arranged to include the following themes:
Structure and Organisation
The course is arranged to include units of work, selected from the following topics;
Assessment
Assessment in Stage 2 Tourism will comprise the following
School Assessment (70%)
SEMESTERS 1 and 2
ALTERNATIVE: SOCIETY AND CULTURE, GEOGRAPHY, HISTORY, LEGAL STUDIES
Advice to Students
In Tourism, students develop an understanding of the nature of tourists, tourism, and the tourism industry, and the complex economic, social, cultural, and environmental impacts and interactions of tourism activity. Students also develop an understanding of tourism from the perspectives of host, tourism operator, and traveller. They investigate tourism locally, nationally, and globally and learn that tourism, as the world’s largest industry, is more than an economic phenomenon. Tourism has an impact, directly and indirectly, on many aspects of people’s lives and on the environment. Students’ understanding of the sustainable management of tourism is central to this subject.
The course is arranged to include the following themes:
- Operation and structure of the Tourism Industry
- Travellers Perceptions and the Interaction of Host Community and Visitors.
- Planning for and Managing Sustainable Tourism
- Evaluating the Nature of Work in the Tourism Industry
Structure and Organisation
The course is arranged to include units of work, selected from the following topics;
- The Impacts of Tourism
- The Economics of Tourism
- Responsible Travel
- Indigenous People and Tourism
- Applications of Technology in Tourism
Assessment
Assessment in Stage 2 Tourism will comprise the following
School Assessment (70%)
- Assessment Type 1: Folio (20%)
- Assessment Type 2: Practical Activity (25%)
- Assessment Type 3: Investigation (25%)
- Assessment Type 4: Examination (30%)