Curriculum Guide 2021 - A girls' school I A public school I An unzoned school Achieving academic excellence - Mitcham Girls High School
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Curriculum Guide 2021
A girls’ school I A public school I An unzoned school
Achieving academic excellence
Back to Contents
Contents
Introduction..............................................................................................................................................1
Arts – Performing Arts...............................................................................................................................2
Arts – Visual Arts.......................................................................................................................................4
English and English as an Additional Language (EAL)................................................................................6
Health & Physical Education.....................................................................................................................8
Humanities & Social Sciences (HASS).....................................................................................................10
Languages..............................................................................................................................................12
Mathematics...........................................................................................................................................14
Science...................................................................................................................................................16
Technologies...........................................................................................................................................18
SACE Subjects........................................................................................................................................20
VET – Vocational Education and Training.................................................................................................21
Middle School
Year 7/8 Curriculum...........................................................................................................................22
Year 9 Curriculum..............................................................................................................................23
Senior School
Year 10, 11, 12..................................................................................................................................24
Year 10 Curriculum............................................................................................................................26
Year 11 Curriculum............................................................................................................................27
Year 12 Curriculum............................................................................................................................28
Year 7-12 Subject Costs..........................................................................................................................29
Curriculum Sequence Charts
Arts...................................................................................................................................................30
English and English as an Additional Language (EAL).........................................................................31
Humanities & Social Sciences (HASS)................................................................................................31
Health & Physical Education..............................................................................................................32
Languages.........................................................................................................................................32
Mathematics......................................................................................................................................33
Science.............................................................................................................................................34
Technologies......................................................................................................................................35
This is an interactive PDF.
Click on the links to go to the relevant pages.
Dear Families, I strongly urge students to undertake an honest self-assessment
of their strengths to maximise learner success and assist in
The Curriculum Guide is designed to assist students and parents
making wise and informed choices. I encourage students to seek
in choosing the most appropriate subjects to support them in
information and advice from teachers, counsellors, past students,
being successful throughout school and beyond.
Year Level Leaders, websites and other sources, and not be
It is designed to give an overview of the curriculum as you influenced by peer pressure.
progress through the years, demonstrating what we offer students
Remember:
in each subject area.
>> It’s okay not to know what you want to be and leave your
Informed choices should be made based on students’ preferences, options open.
information delivered in Care Group sessions, subject classes and
>> It’s okay not to be in all the same classes as your friends,
areas of strength.
you might make new ones.
When choosing subjects, students should keep the following >> It’s natural to take more control over your choices as you move
points in mind: through high school.
>> Do I like this subject? Although every effort is made to satisfy student choices, not all
>> Will I be challenged by this subject? combinations of subjects are possible. Subjects can only run
>> Will I enjoy studying this subject? where student numbers and staffing deem them viable.
>> Will this subject provide the future pathway Tony Sims
I am interested in? Deputy Principal
>> Will the combination of subjects I choose keep
my options open?
The GifT Academic Program at Mitcham Girls High School aims The GifT Dance Program at Mitcham Girls High School offers
to extend, challenge and support girls who are identified as being girls the opportunity to develop their skills and passion for dance
well ahead of their peers or who demonstrate excellence and talent performance. Students develop creative, technical and physical
in English and Humanities and/or Science and Mathematics. understanding and an appreciation of dance as an art form.
The GifT Academic Program focuses on critical, creative and With intensive and skillful coaching, students become successful
high order thinking skills. Students are able to design their performers. Our GifT Dance teacher is recognised as a leader
own learning experiences and to negotiate tasks. Our specialist in Dance Education. She has had professional experience with
teachers have high level subject knowledge. They provide teaching expertise in ballet, contemporary dance and jazz
educational opportunities which challenge and extend students’ dance technique, including choreography for musical theatre
learning in a safe and supportive environment. productions and national choirs. She has also played a significant
At Mitcham Girls High School we ensure that students balance role in the development of the SACE Dance curriculum and the
their academic studies with sporting, social and cultural activities. management of Dance assessment in South Australia.
Back to Contents 1
Arts – Performing Arts
The transferrable skills of working in teams, critical and creative
GifT Dance
thinking, problem-solving and confidence building are beneficial
In Year 7, 8, 9 and 10, GifT Dance is offered to students who
not only to those who aspire to a career in dance, acting, musical
successfully audition for the program. Genres studied include
theatre, choreography, teaching, costume design, stage design,
jazz, contemporary, classical ballet, musical theatre and a cultural
stage managing, directing, music performance, writing or
dance form.
conducting, but for all students regardless of career goals.
Students study theoretical topics including safe dance practice
All Year 7, 8 and 9 Performing Arts courses are designed to build
and anatomy, dance in historical and contemporary contexts
on skills and knowledge to prepare students for the rigours of
and choreographic processes. Participation in performances is
SACE Stage 1 and 2 Performing Arts courses.
compulsory.
In all Performing Arts courses, there may be opportunities to
attend performances or workshops at the students’ own expense.
SACE Stage 1 and 2 Dance
At SACE Stage 1, students study dance technique, composition,
Year 7, 8, 9 and 10 Dance choreography, performance and the critical analysis of dance
Students develop movement skills using physical strength, works.
flexibility, coordination and balance through skill-based classes in
At SACE Stage 2, students develop creative, technical and
jazz and/or contemporary technique.
physical understandings and appreciation of dance as an art form.
Guided by a theme, they create their own movement compositions
Through the analysis of dance theatre performance, students
individually and in collaboration with others. They develop
learn about the choreography of local and international dance
confidence by performing and reflecting on their own work and
artists. They have the opportunity to explore a range of global
the work of other dancers and choreographers. Students study
dance traditions, influences and perspectives.
the requirements of safe dance practice, basic anatomy, injury
prevention, and dance specific injuries. They gain an appreciation
of dance from other cultures, communities and time periods.
Research and homework tasks are included in the theoretical
component and participation in performances is compulsory.
Click here to go to the Arts Curriculum Sequence Chart
2 Mitcham Girls High School Curriculum Guide 2021 Back to Contents
Year 7, 8 and 9 Drama Year 7, 8, 9 and 10 Music
Students are involved in both group and individual performance Students can choose to study Music in Year 7 and 8 for one
to develop a wide range of skills including improvisation and semester. At Year 9, students can choose to study Music for one or
communicating a character on stage through the interpretation two semesters and at Year 10 students study Music for a full year.
of play scripts and play building. They also learn about off stage Music students progress through theory from Grade 1 to Grade
roles which may include lighting, sound, costume and set design. 4 (or higher where applicable). They apply these skills to aural
Students discuss and reflect on their own performances and how recognition, composition and arrangements.
others express dramatic ideas through performance and design. Year 7 students study drums, keyboard and vocals, instruments of
They are assessed on skills, knowledge and understanding in the orchestra, classical Music, Gamelan and Indigenous Music.
practical and written tasks.
Year 8 students study guitar and bass, jazz, rock and careers
in Music.
SACE Stage 1 and 2 Drama
Year 9 and 10 students study world music, improvisation and
Students can choose up to 4 units of Stage 1 Drama over Year 10
music industry skills.
and 11. The content is different in each semester.
All Music students write about their own work and that of other
At Stage 1, students collaborate to create a theatre company
musicians to learn how to express musical ideas. Students
and plan, rehearse and perform a dramatic work. They perform
are assessed on their skills, knowledge and understanding in
or design a production based on an investigation into a class text
practical, written and aural tasks.
and dramatic innovator or a style of drama. Students learn how
to analyse their own performances and those of others through
reflective writing. Assessment is based on these practical and SACE Stage 1 and 2 Music
written activities. At Stage 1, students perform solos and in ensembles, complete
At Stage 2, students take part in a major production in roles either an arrangement and reflect on their learning in that arrangement.
on or off stage. They analyse, reflect on and evaluate their own They progress to either additional performance with a written
dramatic processes. They interpret and analyse dramatic works record of their learning or focus on composition, theory and
and innovators through performance tasks and written responses. analysis.
Their assessment is based on a combination of these practical At Stage 2 students choose, in negotiation with the Music teacher
and written tasks. and Arts Coordinator, a full year course from:
>> Music Studies – aims to hone advanced holistic Music skills
(performer, composer/arranger, musicologist, and critic).
>> Music Explorations – students experiment and refine their
playing and/or composing.
>> Performance – solo and ensemble performance including
analysis and evaluation of performances.
For more information on SACE Subjects visit www.sace.sa.edu.au
Back to Contents 3
Arts – Visual Arts
The transferrable skills of working in teams, critical and creative
Year 7, 8 and 9 Visual Arts
thinking, problem-solving and confidence building are beneficial
Year 7 and 8 students can choose to study Visual Arts gaining
not only for those who aspire to a career in the Visual Arts, Graphic
experience with a wide range of art materials to create drawings,
Design, Arts/Humanities, Science, Technology, Engineering,
prints, paintings, sculptures and other art works.
Architecture, Industrial Design or other related pathways, but for
all students regardless of career goals. In Year 9, students hone their skills in portraiture, painting and
pottery. They are introduced to ‘Design Thinking’ and creative
problem solving in a Graphic Design based task.
In Year 9, students can choose to do Photography for one semester.
They use SLR cameras to take photos and work in the dark room
to produce photograms, develop black and white film and print
images. They use Photoshop to enhance digital images and create
a Photo Story. The emphasis is on knowledge, understanding and
application of the Visual Arts elements to Photography.
Year 9 students who have already completed one semester of
Photography, Visual Art and/or Drama may also choose to study
Creative Arts in Semester 2. Students work collaboratively
in groups to develop, plan and present an exhibition, film,
performance or other arts products.
In all Visual Arts courses, students discuss and write about their
own work and that of other artists, to learn about how they express
their ideas. They are assessed on their skills, knowledge and
understanding in practical and written tasks.
All Year 7, 8 and 9 courses in Visual Arts equip students with
the skills and knowledge to achieve success in SACE Stage 1
and 2 Visual Arts courses. It is recommended that if students
wish to pursue this course of study in Year 11 and 12 that they
successfully study the foundation courses in Years 7, 8 and 9.
Click here to go to the Arts Curriculum Sequence Chart
4 Mitcham Girls High School Curriculum Guide 2021 Back to Contents
SACE Stage 1 Art and Design SACE Stage 2 Art
Students can choose up to 8 units of Stage 1 Art and Design over Students experiment widely with media and techniques to express
Years 10 and 11. The content is different in each semester and is an idea in the creation of art works. They research, analyse and
tailored to individual students’ preferences. interpret the work of artists and reflect on their social, cultural
and historical contexts.
A folio of work, which includes experimentation with media and
techniques, and the development of a major art or design work
supports the final piece. Students also study artists and designers, SACE Stage 2 Design
analyzing works and interpreting the artist’s and designer’s styles. Students extend their ‘Design Thinking’ techniques to solve
Major art works can be drawings, paintings, prints, 3D works or problems using sketches, diagrams, models, digital media,
any other chosen media. photographs, prototypes, etc., based on a self-directed design
brief. They research, analyse and interpret the work of designers
Major design briefs can focus on graphic design, architecture,
and reflect on their social, cultural and historical contexts.
fashion design or landscape design, and students continue to
build on their ‘Design Thinking’ techniques in a series of practical
and problem-solving challenges.
SACE Stage 1 and 2 Creative Arts
The school offers students the opportunity to study Creative Arts
within existing Stage 1 or 2 Arts classes. However, enrolment
in these courses is individually negotiated with the teacher and
Learning Area Coordinator. This strand of The Arts allows students
to investigate, develop and produce arts products which cross
over and/or combine arts practice from any arts field.
For more information on SACE Subjects visit www.sace.sa.edu.au
Back to Contents 5
English and
English as an Additional Language (EAL)
Year 7, 8, 9 and 10 English SACE Stage 1
Students engage with a variety of texts to develop an understanding
Essential English
of how texts differ in style, form, purpose and audience. They also
develop a critical understanding of contemporary media texts and Students demonstrate their skills of communication through
the ways they target particular audiences. Students complete a the interpretation, response and creation of a range of texts in
variety of tasks that involve listening, reading, writing, viewing, contemporary forms. The subject is accessible to all students
speaking and creating a range of texts. and provides an alternative approach to meeting the required
literacy component for SACE. It focuses on a combination of
real world and fictional text experiences. Evidence of learning
Year 7, 8, 9 and 10 EAL is provided through text analysis, and multi-modal and written
In order to study EAL, English must be an additional language or text creation. Assessment includes television, film and novel
dialect for the student. response questions, a social action speech, narrative writing and
Students in EAL study both fiction and non-fiction texts, acquiring a multimodal response to an excursion.
skills in listening, reading, analysis and communication. They
participate in structured activities, learning how to interact,
English
create and write more effectively. They develop an understanding Students demonstrate a range of skills in response to studies of
of individual text types and learn to use language to communicate texts including novels, plays, short stories, poems and media.
in a variety of unfamiliar contexts. They apply their knowledge and understanding to produce texts of
their own for differing purposes and audiences. Students develop
an increased awareness of the connections between texts and how
language can be used to communicate in diverse ways. Evidence
of learning is provided by analysis of texts, creating their own
texts and intertextual study.
English Literary Studies
This Semester 2 course helps to prepare those students who
are interested in undertaking Stage 2 English Literary Studies.
It includes several tasks unique to this subject including a
"transforming text" task and a "critical perspectives" task. There
is also an emphasis on expanding exam skills. Additionally, the
subject focuses on challenging texts and on developing students’
comparative writing through an Individual Study where they are
able to choose one of the texts.
Click here to go to the English and English as an Additional Language (EAL) Curriculum Sequence Chart
6 Mitcham Girls High School Curriculum Guide 2021 Back to ContentsSACE Stage 1 and 2 EAL SACE Stage 2
SACE EAL subjects focus on the development and use of skills
Essential English
and strategies in communication, comprehension, research,
language and text analysis, and text creation. Students explore Students of Essential English respond to an analysis of a website,
information, opinions and experiences through writing and a film and reality television. They also have the opportunity to
speaking in a range of contexts. Students analyse personal, social create a range of texts using written, oral and multi-modal
and cultural perspectives presented in texts. formats. There are six school-based assessment tasks which
include written analysis, an advocacy speech, a restaurant review
Both Stage 1 and 2 EAL are available to students who speak and an instructional video. The external assessment task (30%)
English as an additional language (EAL), and whose knowledge of is a Language Study.
the English language is classified as restricted based on the SACE
eligibility criteria. English
Students engage with a range of texts, such as novels, media
Stage 1 EAL
texts, film, poetry and drama to develop an understanding of
Evidence of learning is provided by: how authors communicate ideas and influence their audiences.
>> Responding to texts Students respond to texts in a variety of forms and create their
>> Interactive Study own texts for a number of diverse purposes.
>> Language Study Evidence of learning is provided by:
>> Three responses to texts (30%)
Stage 2 EAL
>> Three examples of text creation and one Writer’s Statement
Evidence of learning is provided by:
(40%)
>> Academic Literacy Study (30%)
>> One 2,000 word comparative essay analysis of two
>> Responses to Texts (40%) independently chosen texts (external assessment 30%)
>> Examination (30%) (Externally Assessed)
English Literary Studies
The subject offers students the opportunity to study complex
texts and develop their critical thinking skills. Through analysis
and argument students explore how authors represent ideas and
develop strategies to enhance their own skills in creating and
responding to texts.
Evidence of learning is provided by:
>> Responses to text (50%)
>> Text production (20%)
>> Individual Study (external assessment 15%)
>> Examination (90 minutes - external assessment 15%)
For more information on SACE Subjects visit www.sace.sa.edu.au
Back to Contents 7Health & Physical Education
Year 7 and 8 Year 9 Physical Physical Education in
Students complete a compulsory full Education – Extension Semester 1
year of Health and PE in Year 7 and Students complete practical models to
This course is designed for students
8. Throughout these years, students further develop their skills and technique
who are particularly interested in Health
will develop their fitness, skills and in sports including handball, netball,
and Physical Education and prepares
coordination in a range of sports including:
students for SACE Health and Physical frisbee and other negotiated practical.
>> Swimming
Education. Students develop their fitness, The theoretical components of this course
>> Gymnastics skills and performance in practical topics include:
>> Softball including netball, football codes, tennis
>> Athletics >> Energy Systems
and other negotiated sports. Within theory
>> AFL lessons, students develop their knowledge >> Body Systems
>> Soccer and understanding of topics including >> Performance Analysis
>> Badminton team dynamics and leadership, fitness
>> Netball components and anatomy. Physical Education in
>> Fitness Semester 2
Within Health, students develop their
SACE Stage 1 and 2 Students complete practical models to
knowledge in a number of topics including Physical Education further develop their skills and technique
nutrition, mental health, relationships, in sports including aquatics, soccer,
Courses in Year 11 and 12 are not
sexual health, alcohol and wellbeing. badminton and other negotiated practicals.
compulsory but are designed for students
who have an interest in Physical Education The theoretical components of this course
Year 9 and 10 or who may want to pursue careers within include:
Students complete one compulsory this field. >> Biomechanics
semester of Health and Physical Education >> Energy Systems
in Year 9 and 10. Throughout these years, SACE Stage 1 >> Barriers and Enablers to Physical
students will develop their fitness, skills and
coordination in a range of sports including:
Physical Education Activity
>> Swimming SACE Stage 1 Physical Education courses Physical Education is assessed through
>> Softball are offered to both Year 10 and 11 students written work, issues analysis and
and are designed to prepare students for practicals.
>> Fitness
Stage 2 Physical Education. SACE Stage
>> Volleyball
1 Physical Education consists of theory
>> Football codes and practical components. The content
>> Basketball of each course is slightly different, and
Within Health, students develop their it is highly recommended that students
knowledge in a number of topics including who intend to study Stage 2 Physical
fitness, mental health, alcohol and other Education complete the multiple Stage 1
drugs, nutrition and sexual health. Physical Education courses on offer.
Click here to go to the Health & Physical Education Curriculum Sequence Chart
8 Mitcham Girls High School Curriculum Guide 2021 Back to ContentsSACE Stage 2 SACE Stage 1 Health SACE Stage 1
Physical Education Students in Year 11 investigate factors Food & Nutrition
that shape the behaviours and attitudes of
Students explore their physical capacities Students in Year 10 and 11 focus on
individuals and groups in relation to healthy
and investigate the factors that influence the fundamental knowledge in food and
living. They develop skills to consider
and improve participation and performance nutrition. They examine the factors that
and recognise how social structures,
outcomes. influence people’s food choices and the
community values, environmental issues
health implications of these choices.
Education ‘in’ physical activity involves and new technologies affect the health and
students making meaning of personal wellbeing of individuals and communities. The course also covers the nutritional
movement experiences. Through these characteristics of the Five Food Groups
Evidence of learning is demonstrated
movement experiences, students engage including:
through issues analysis, group activity and
in thoughtful participation where skills >> Concepts of Energy Balance
investigation.
of internal reflection and articulation of >> Nutrient Calculations
learning progress are developed.
>> Energy Density of Foods
Education ‘through’ physical activity
SACE Stage 2 Health
>> Assessment of Diet Quality
involves students using movement to Students focus on the health and wellbeing
>> The Impact of Diet on Nutritional
strengthen their personal, intellectual, of individuals and communities. They study
Status
and social skill development. Such skill at least one core topic of Health Literacy or
development allows students to engage Social/Economic Determinants of Health. Practical work is based on associated
more purposefully in physical activity. They also complete three topics from the theory.
Education ‘about’ physical activity involves following:
students developing an understanding >> Health Promotion in the Community SACE Stage 1
of biophysical, psychological, and >> Health and Environment Child Studies
sociocultural domains through participation >> Sexuality and Health Students in Year 11 focus on the
in physical activity. >> Health and Relationships growth and development of children
Evidence of learning is assessed through: >> Risks and Challenges to Health from conception to 8 years and look at
>> Diagnostics (30%) >> Stress and Health issues related to the growth, health and
>> Vocational Studies and Applications in wellbeing of children. Students critically
>> Improvement Analysis (40%)
Health examine the diverse range of values and
>> Group Dynamics (30%)
beliefs about childhood and the care
Evidence of learning is assessed through: of children, the nature of contemporary
>> Group Investigation and Presentation families and the changing roles of children
>> Issues Analysis in a contemporary consumer society.
>> Practical Activities This subject enables students to develop
>> Investigation a variety of research, management and
practical skills.
For more information on SACE Subjects visit www.sace.sa.edu.au
Back to Contents 9Humanities & Social Sciences (HASS)
Year 7, 8 and 9 Geography and History Geography
Students in Year 7, 8 and 9 undertake compulsory semesters The content of the Year 7, 8 and 9 Geography courses is organised
of study in both Geography and History. In addition, students in into two strands: geographical knowledge and understanding and
Year 7 and 8 undertake a four-week Business & Enterprise unit of geographical inquiry and skills. It is through the development and
project-based learning and Year 7 students complete a four-week use of these key skills and understanding that students explore
Civics and Citizenship course. each of the course content topics.
History Year 7
“Water in the World” develops students’ understanding of the
The content of the Year 7, 8 and 9 History courses provides
concept of environment. Water is investigated using studies
opportunities to develop historical understanding through key
drawn from Australia, countries of the Asia region, and countries
concepts, including continuity and evidence, change, cause and
from West Asia and/or North Africa.
effect, perspectives, empathy, significance and contestability.
“Place and Livability” focuses on the concept of place through
Year 7 an investigation of livability. This unit examines factors that
The Year 7 History curriculum begins with an overview of the influence livability and how it is perceived, the idea that places
Ancient World. In this section students explore the oldest provide us with the services and facilities needed to support
continuous culture, that of Australia’s Aboriginal communities. and enhance our lives, and spaces are planned and managed by
Classes then undertake depth studies in two areas, the first being people. Students undertake a local excursion.
the Ancient Society of Rome and the second study focusing on
India. Through this exploration students develop their skills in Year 8
source identification, analysis and evaluation as well as exploring “Landforms and Landscapes” examines a variety of geographical
the concept of historical timelines. issues and processes in regard to individual landforms and
develops students’ understanding of the concept of environment,
Year 8 including Aboriginal and Torres Strait Islander relationships
The Year 8 curriculum provides a study of history from the end of with the natural world. “Changing Nations” investigates the
the ancient period to the beginning of the modern period c.650– changing human geography of countries, exploring the process
1750 AD (CE) through three different case studies: The Medieval of urbanization and drawing on a study of a country in the Asian
World, Shogunate Japan and The Black Death. This was when region.
major civilizations around the world met each other and beliefs
were challenged. Year 9
“Biomes and Food Security” focuses on investigating the role of
Year 9 the biotic environment and its part in food and fibre production.
The Year 9 curriculum provides a study of the making of the modern Students undertake practical investigations of food production
world from 1750 to 1918. This was a period of industrialization and consider how we might sustainably feed the growing global
and rapid change in the ways people thought and lived. Students population. “Geographies of Interconnections” looks at how
examine The Industrial Revolution, Australia’s development in the people, through their choices and actions, are connected to
19th Century and complete a study of World War I. places throughout the world in a wide variety of ways.
Click here to go to the Humanities & Social Sciences (HASS) Curriculum Sequence Chart
10 Mitcham Girls High School Curriculum Guide 2021 Back to ContentsYear 10 History Modern History SACE Stage 2
Students in Year 10 undertake one Whilst exploring the changes in the world
since 1750, students in Year 10 and 11
Ancient Studies
semester of History, through which
students refine their historical knowledge, examine development and movements Students learn about ancient societies
understanding and skills, focusing on of significance, the ideas that inspired through the lens of historical, political,
the skills of synthesis and evaluation. them and their short and long-term religious, cultural and literary perspectives.
It provides a study of the history of the consequences on societal systems and There are two course sections. The
individuals. Students undertake an first focuses on skills and applications
modern world and Australia from 1918 to
individual study on a topic of their choice. where students undertake at least four
the present, with an emphasis on Australia
Other in-depth studies include revolutions tasks. The second section, in which
in its global context. Students investigate
and movements for change. students undertake two tasks, addresses
three topics: wartime experiences through
connections between people and places.
a study of World War II; struggles for Society & Culture
human rights, including how rights and The external assessment for this course is
Students in Year 10 and 11 study topical
freedoms have been ignored, demanded an independent research essay and may
issues, using inquiry-based processes
or achieved in Australia and Globalising be drawn from any of the seven topics
to explore concepts related to society
movements in Popular Culture. and culture in both Australian and studied.
global contexts.
SACE Stage 1 Women’s Studies
Students conduct research and evaluate
Women’s Studies explores gender, the
Ancient Studies different viewpoints. They complete two
role of women and men in society and
analysis tasks; one group task and one
Students in Year 10 and 11 learn about the the social constructs of gender through
investigation on a topic of their choice.
literature, history, societies and cultures the study of a range of societal issues
of a range of ancient communities. By Tourism and ideas. Students undertake a folio
exploring social, political, religious, task in which they explore a range of
Students in Year 10 and 11 develop an
environmental, cultural and economic understanding of the nature of the tourism topics. Additionally, they undertake formal
factors, students look at how societies industry from both an Australian and global study in the areas of text analysis and
have changed and the impact this has context. They investigate the economic, gender analysis. Students are required to
had on our world. Students interpret and social, cultural, and environmental complete an independent issues study on
prepare responses to a range of historical impacts of tourism. The content of the a self-identified topic which is externally
questions and undertake an individual subject consists of themes, topics and assessed and is 30% of the grade.
investigation. practical tourism skills. Tourism trends
and developments are analysed through
practical fieldwork-based tasks.
Students undertaking SACE Stage 1 Modern History, Ancient Studies or Society & Culture may have an opportunity to participate in the
annual Melbourne History Trip in Semester 2. Students visit the Holocaust Museum, the renowned Greek Cultural Exhibition on loan
from Greece and other cultural and historical venues relevant to their studies in each of these curriculum areas.
For more information on SACE Subjects visit www.sace.sa.edu.au
Back to Contents 11Languages
French or Italian
Students entering Year 7 undertake the study of either French
Year 9
or Italian for two years. New Year 8 students undertake one full
Students undertake a full year of study, building upon the
year of study in either of the language subjects. In Years 9 to12,
foundation skills of spoken, written and creative language
students may elect to study either French or Italian for a full year
developed during Year 7 and 8. Students engage with several text
as a choice subject. They cannot swap from one language to the
types including plays, songs, poems, stories and conversations.
other at this point in time.
Students also focus on the cultural aspects of either Italian or
Students must successfully complete study in Years 7 to 10 if French society. Studies include fashion, health and nutrition,
they wish to undertake languages as part of their SACE studies. home, family and festivals. This may involve some excursion or
Students studying languages in Years 7 to 10 are required to activity work with a small fee associated with the task.
purchase Language Perfect, a study program which is used in all
classes.
Year 10
Language study involves the continuation of the core forms of
Year 7 written, spoken and creative tasks whilst greater emphasis
Students begin their studies of French or Italian with an emphasis is placed upon written and spoken response work. Film study,
on listening, speaking, reading and writing. Cultural units of including analysis, is also introduced at this year level. Students
learning underpin broader understanding of Global Citizenship, are encouraged to participate in the competitive ACER and
one of Mitcham Girls High School’s core values. Language Perfect activities. This occurs in both written and
Students access the online learning activities program Language spoken examination formats.
Perfect as an essential part of their study.
Year 8
The French and Italian courses in Year 8 focus on further
developing students’ knowledge, skills and understanding in
the areas of reading, writing, viewing, speaking and creating in
either French or Italian. Students participate in cultural activities
related to celebratory days and festivals, National days and film
festivals.
Students access the online learning activities program Language
Perfect as an essential part of their study.
Click here to go to the Languages Curriculum Sequence Chart
12 Mitcham Girls High School Curriculum Guide 2021 Back to ContentsSACE Stage 1 Languages SACE Stage 2 Languages
Year 11s learn to interact with others to share information, ideas, During SACE Stage 2, students work towards capabilities in
opinions and experiences at a deeper level than in previous years. partial fluency. By the end of the year, they should be able to
They analyse texts to interpret meaning, examine relationships accurately and confidently communicate with others. This course
between language and culture, and identify and reflect on ways in is designed for students who have undertaken between 400–500
which culture influences communication. Both French and Italian hours of study in their language of choice by the end of Stage 2.
students learn about aspects of either French or Italian lifestyle Students at this level study three themed-focus areas of study
through the study of written, aural, audio or visual texts. with several sub topics and prescribed topics. Students are
Courses are divided into three themed topic areas which classes required to undertake an individual in-depth study in an area
may select from a range of prescribed sub-topics. Students are connected with the culture, history, geography and lifestyle of
assessed against four key areas of evidence: interaction, text either French or Italian speaking communities. The course has
production, text analysis and investigation. a compulsory written external examination as well as an oral
external examination. Once combined, they are worth 30% of the
subject grade.
For more information on SACE Subjects visit www.sace.sa.edu.au
Back to Contents 13Mathematics
Year 7 Mathematics Year 10 and 10A Mathematics
Students are taught by specialist mathematics teachers, who Year 10 and 10A Mathematics build on the skills of Year 9,
have a comprehensive knowledge of mathematics and understand where students start to explore more applications of digital
where Year 7s are heading in their learning. technology to model financial problems. Many of the skills are
applied across other curriculum areas, such as ways to collect,
This learning encompasses a range of teaching methods along with
represent and interpret data in new ways. The focus on teaching
an online learning environment, Mathspace, which adapts to the
is to develop collaborative, critical and creative problem-solving
students’ learning needs. Units of work will also be incorporated
skills. Those students who are particularly interested in careers
that allow for exciting possibilities with regard to STEM learning
in science, engineering, medicine, technology and computing
and inquiry/project-based learning.
enjoy the stretch and challenge offered in the new topics they
undertake in 10A Mathematics. This enables students to become
Year 8 and 9 Mathematics confident at solving complex and unfamiliar problems which lay
Year 8 and 9 Mathematics are compulsory full year subjects in the foundation for Year 11 and 12 Mathematical Methods and
each year level. Throughout these years, students develop skills Specialist Mathematics.
in the three areas of: Number and Algebra, Measurement and
Students intending to study Mathematical Methods or Specialist
Geometry, and Statistics and Probability. Wherever possible,
Mathematics in Year 11 and 12, have the option of adding an
the learning is linked with other curriculum areas, or using an
extra semester, making this a three semester course. Although not
Inquiry Model, allowing the students to see the ‘bigger picture’
compulsory, this gives a thorough and deeper understanding of
and the importance of maths when solving a wide range of
topics in preparation for Year 11 and 12. It also enables students
real-life problems, including what skills and knowledge are
to get a ‘head-start’ on topics which could include: circle proofs,
required in various scenarios. A focus on Growth Mindset and
exponential equations and matrices. Additionally, this could
the understanding that anyone can do maths to the highest level
include an extended investigation with an engineering focus.
is also an important part of Mathematics learning in these years.
Click here to go to the Mathematics Curriculum Sequence Chart
14 Mitcham Girls High School Curriculum Guide 2021 Back to ContentsSACE Stage 1 SACE Stage 2
General Mathematics General Mathematics
This course gives students opportunities to develop their skills Students study a variety of modelling techniques with a focus
by applying them to real world problems and looking in depth on solving routine and complex real-life problems. These include
at extended projects. With these investigations, there is scope two projects: one where they look at manufacturing or business
for students to connect to other curriculum areas and align models using linear programming, and another where sporting
these to their own interests. The course focuses on modelling predictions are made using matrices. Both investigations have
proven popular and enjoyable, and again give opportunities for
and application, rather than the more abstract mathematical
students to follow their own interests.
concepts.
This course is of interest to students wanting to go into business
Mathematical Methods courses, or some health and science courses at university. It is
For students who have completed and enjoyed 10A Mathematics, generally less abstract and can be accessed by any student who
was successful in Year 10 Mathematics and Year 11 General
or who have a passion for STEM subjects and hope to continue
Mathematics.
this into Year 12 and beyond, this course is an essential choice.
It not only builds on mathematical skills from 10A Mathematics
Mathematical Methods
but, with the introduction of calculus, students develop some
Mathematical Methods develops an increasingly complex
powerful concepts which are applied to a variety of settings.
and sophisticated understanding of calculus and statistics.
By using functions and their derivatives and integrals, and by
Specialist Mathematics
mathematically modelling physical processes, students develop
Specialist Mathematics introduces students to some new topics a deep understanding of the physical world through a sound
and concepts which are crucial for further study of Mathematics knowledge of relationships involving rates of change.
and Science in Year 12 and beyond. Vectors and complex numbers
are met for the first time and the ability to formulate proofs is Specialist Mathematics
developed further. With trigonometry also explored in more detail, Specialist Mathematics is to be studied in conjunction with
this course is of interest to those students who enjoy learning new Mathematical Methods. It draws on and deepens students’
concepts and are wanting to continue into STEM careers, where mathematical knowledge, skills, and understanding, and provides
there is a prerequisite at university for courses in these fields. opportunities for students to develop their skills in using rigorous
mathematical arguments and proofs using mathematical models.
It includes the study of functions, vectors, complex numbers and
calculus. The subject leads to study in a range of tertiary courses
such as mathematical sciences, engineering, computer science
and physical sciences.
In the Senior School, students can choose to be a Maths Leader which allows them to support other students and assist in a variety of
ways. These include visits to primary schools and Open Night. It is also envisaged that there will be opportunities for Maths Leaders to
be involved in STEM projects and other cross–curricular learning and support projects. This is a great way to develop confidence and
leadership skills, as well as promote mathematics at Mitcham Girls High School.
For more information on SACE Subjects visit www.sace.sa.edu.au
Back to Contents 15Science
Year 7, 8, 9 and 10 In Year 10, students focus on Biology,
Chemistry, Physics and Psychology in order
>> Cell Parts and Function
>> Ecosystems and Biodiversity
Science to prepare them for Year 11 and 12 and to >> Immune Systems – Microbes and
Students develop an understanding of help them make more informed choices as Disease
scientific theories and concepts used in they move further into the SACE. >> Body Systems
a real-world context. Using an inquiry Topics include: Stage 2 Biology students learn about
approach, students utilise practical skills Physics organisms and their surroundings. They look
to design scientific investigations to further at the chemicals used and built within the
>> Motion
develop their understanding of scientific cells and the functions and types of cells in
concepts, in preparation for further study >> The Universe
complex multicellular organisms. Students
in Science. They also develop STEM skills Chemistry then look at how these cells work together
through a project-based learning approach. >> Periodic Table in systems within an organism, finishing
Students study a range of topics including: >> Reactions with how organisms have evolved and
adapted to their changing environments, or
Year 7 Biology
died out in the process.
>> Earth and Space >> Genetics
Students design and conduct biological
>> Chemical Change >> Evolution
investigations and gather evidence from
>> Forces and Machines
Psychology their investigations from topics including
>> Living Diversity DNA and Proteins, Cells – Structures and
>> Introduction to Psychology
>> Separating Mixtures Functions, Homeostasis and Evolution.
>> Water
SACE Stage 1 and 2
Year 8 SACE Stage 1 and 2
>> Matter Biology
>> Acids and Bases Students investigate the effect and use of Chemistry
>> Energy Transformation bacteria and their impact on our lives now Students study matter that makes up
>> Changing Earth and in the future. They also look at the materials and the properties, uses, means of
>> Alternative Energy need for biodiversity and maintaining the production and reactions of these materials.
>> Cells health of ecosystems. The course includes a critical study of
Students study genetic engineering the social and environmental impact of
Year 9 practices and gain an understanding of materials and chemical processes.
>> Body Systems the changes in gene manipulation. Students consider how human beings make
>> Disease use of the Earth’s resources and the impact
Students design and conduct biological
>> Electromagnetic Spectrum of human activity on the environment.
investigations and gather evidence from
>> Coordination and Control their investigations. As they explore a Through practical studies, students develop
>> Atoms and Nanotechnology range of biology related issues, students investigation skills and an understanding of
>> Ecology and Nature’s Cycles recognise that the body of biological the physical world that enables them to be
Year 7 and 8 students are also involved knowledge is constantly changing and questioning, reflective and critical thinkers.
in developing projects for the Oliphant increasing through the application of new
ideas and technologies. This full year SACE Stage 1 practical-
Science Awards. based subject introduces students to the
Year 9 students have the opportunity to This is a practical-based subject which concepts of Chemistry through a study of
plan their own investigations in the theme introduces students to the following the following topics:
of Consumer Science (CREST Awards). biological concepts:
>> Bonding
Click here to go to the Science Curriculum Sequence Chart
16 Mitcham Girls High School Curriculum Guide 2021 Back to Contents>> Chemical Reactions >> Energy >> Social Psychology
>> Materials >> Personality
Stage 2 Physics requires the interpretation
>> Stoichiometry of physical phenomena through a study of >> Alternative States of Awareness
>> Organics motion, electricity and magnetism, and >> Healthy Minds
>> Electrochemistry light and matter.
>> Polymers As well as applying knowledge to SACE Stage 2 Scientific
solve problems, students develop
Stage 2 Chemistry is organised so that
each intended student learning outcome is skills in experimentation, investigation Studies
related to a key chemical idea or concept design, collection of information and Students develop the skills and abilities
within topics. Through the study of these communication through practical and other to explain scientific phenomena, and to
key ideas and concepts, students develop learning activities. draw evidence-based conclusions from
their chemistry investigation skills. the investigation of science-related issues.
In this way, students develop scientific
Topics: SACE Stage 1 and 2 knowledge and skills to support them in
>> Monitoring the Environment Psychology their future, including career pathways that
>> Managing Chemical Processes are science-related, and everyday life in a
Students are enabled to understand their
>> Organic and Biological Chemistry world shaped by science and technology.
own behaviours and the behaviours of
>> Managing Resources others, as it has direct relevance to their Students investigate at least one issue in
personal lives. Psychological knowledge science of personal, social or environmental
SACE Stage 1 and 2 can be applied to improve outcomes and
the quality of experience in various areas
relevance. They learn to pose questions
about the world around them. They use
Physics of life, such as education, relationships, their observations and gather data and
Students have opportunities to understand child rearing, employment and leisure. information to generate evidence and test
and appreciate the natural world. As well scientific claims.
Psychology builds on the scientific method
as applying knowledge to solve problems, by involving students in the collection and Students have the opportunity to investigate
students develop skills in experimentation, analysis of data. By emphasising evidence- areas of interest and are involved within the
investigation design, collection of based procedures (i.e. observation, design process of the program. Through
information and communication through experimentation and experience) students this, they are able to access the science of
practical and other learning activities. develop useful skills in analytical and their choosing (physics, biology, psychology,
Students gather evidence from experiments critical thinking and in making inferences. chemistry).
and acquire new knowledge through their
In SACE Stage 1, students study: Topics studied may include:
own investigations and research.
>> Introduction to Psychology >> Forensic Science
In this full year SACE Stage 1 >> Social Influence and Social Interaction >> Food Science
course, students further develop their
>> Memory and Cognition >> Microbes
understanding of interactions that occur in
>> Brain and Behaviour >> Consumer Science
the universe through the following topics:
>> Human Development >> Water Ecology
>> Motion
>> Emotion >> Animal Conservation
>> Sound and Light
>> Force In SACE Stage 2, topics include: Students also choose their own
>> Nuclear Physics >> Introduction to Psychology investigation.
>> Electromagnetism >> Learning
For more information on SACE Subjects visit www.sace.sa.edu.au
Back to Contents 17Technologies
The Technologies curriculum provides a wide range of student Engineering
pathways from Years 7 to 12. Through these subjects, students
This subject is for students interested in STEM related pathways and
gain a comprehensive understanding of traditional and emerging is integrated with both Year 9 Mathematics and Science courses.
technologies to create a range of physical products and digital Students are recommended by their Year 8 Mathematics, Science
solutions. and Technologies teachers to undertake this subject but it is open for
all students to select. This subject focuses on a range of engineering
Year 7 and 8 Technologies principles and systems to develop solutions to range of different
school-based challenges and national engineering competitions.
Technologies is a compulsory semester subject in Year 7 and
8. The subject is separated into two focus areas - Design & Food & Textiles
Technologies and Food Technologies. Each area is one term in This semester course is approximately one term each of both food
length with Digital Technologies incorporated throughout the and textiles depending on the main interest of the students. The food
semester. Students experience how to solder electronic circuits, component introduces students to a range of food preparation tools,
produce healthy food options, construct timber and sheet metal equipment and techniques which are used to make high quality, safe
projects, program digital circuits and robotic equipment, whilst and nutritious food. Whilst the textiles component introduces the
also being introduced to 3D modelling software that can be used properties of different textile materials and construction techniques.
to create projects for 3D printing and/or laser cutting.
SACE Stage 1 Technologies
Year 9 Technologies
Business Innovation
Technologies subjects become semester-based electives from
Students in Year 11 develop business skills and knowledge that
Year 9. The two subjects from Year 7 and 8 expand into four to
enables them to identify opportunities and initiate, create, and
allow for more subject specialisation within the following areas: successfully implement solutions through the context of a ‘start-
up’ business. Students communicate with a range of stakeholders
Design & Technologies to inform and refine their solutions.
Students develop an understanding of a range of materials,
components, tools and equipment. The major focus is to design Design & Technologies
projects with either timber and/or metal. Projects include Students in Year 10 and 11 learn a range of construction
construction of a timber parquetry clock as the initial skills task, techniques throughout the course to design their own projects out
with the major design project being an outdoor entertainment of timber or metal. They develop an understanding of how to use
theme. Major projects may include wooden games or metal a variety of new power tools and machines to safely to bring their
fire pits. designs to life. They can also utilise CNC routing and plasma
cutting technology to design and make more intricate projects.
Digital Technologies
Digital Media
Students learn a range of coding/programming skills whilst
Students in Year 10 and 11 have the opportunity to learn film
designing a range of digital solutions. This includes new skills
production, graphic design, animation and game development.
in web design and app development whilst continuing to develop The focus of these areas is on developing industry standard skills
existing knowledge of robotics. They also investigate emerging by using Adobe software programs. These range from Adobe
career pathways in cyber security, game development and artificial Illustrator and InDesign for graphical projects and Premiere Pro,
intelligence, working with local industries and universities. After Effects and Animate to create interactive projects.
Click here to go to the Technologies Curriculum Sequence Chart
18 Mitcham Girls High School Curriculum Guide 2021 Back to ContentsYou can also read
