Activating Identities and Futures is the SACE revitalisation of the Research Project, first piloted in Semester 1, 2022. In Activating Identities and Futures (AIF) students take greater ownership and agency over their learning by deciding how they learn best, as they select relevant strategies to explore, conceptualise, create and/or plan to progress an area of personal interest towards a learning output. Students make purposeful connections with others to develop new perspective, seek authentic feedback and inform decisions about relevant strategies to progress their learning. They appraise the effectiveness of strategies, perspectives and feedback in supporting them to develop their knowledge, skills and/or capabilities to achieve a resolution that has value and impact to themselves and/or others and/or the broader community.

Students explore a range of key ideas across nine focus areas, developing understanding and skills related to healthy relationships and physical health, the future of the work force and the capabilities and dispositions needed to succeed in and contribute to a complex, rapidly changing world, through the three strands of students relationships, their community and their world.

In Semester 1, students form a foundational understanding of cellular biology. They examine the development of the cell theory and the exchange of materials and processes required for cell survival. Students investigate the structure of DNA and processes involved in the transmission of genetic material to the next generation of cells and to offspring. This is in addition to learning about the conditions necessary for the growth and survival of microorganisms and infectious disease transmission. In Semester 2, students learn about human physiology and marine science. They examine the hierarchical structure of organisms and look at the arrangement and characteristics of cells, tissues, organs and organ systems. They explore the concept of change resulting in cell differentiation. Students consider the structure and function of various organ systems that facilitate the exchange of materials in human beings and other species, including specific attributes of the circulatory, urinary and digestive systems in humans.

In Stage 1 of Business Innovation, students cultivate a comprehensive understanding of how to design, and transform businesses in the contemporary world. This SACE course establishes a foundation in business design thinking and assumption-based business planning tools, advocating a customer empathy and user-centric approach to developing innovating problem-solution-fit. The 'learning through doing' approach encourages students to effectively collaborate, using business design and strategic thinking. In teams or independently, their goal is to anticipate, identify, and develop potential solutions. Through this hands-on approach students move from 'what if' concepts to 'how to' collaborations with Artificial Intelligent in the fast pace world of life game-changing technologies. It is a SACE course that makes learning fun and abstract in the matrix of reality. The knowledge and skills acquired in Stage 1 provide a robust foundation for advancing to Stage 2 Business Innovation.

In Stage 2 Business Innovation, students explore cutting-edge concepts of designing, sustaining, and transforming businesses within the context of today's dynamic global environment. This SACE course immerses students in the core principles of design thinking and assumption-based business planning, emphasising a customer-centric methodology to innovate and refine business products, services, and processes. Adopting a rigorous 'design thinking' philosophy, students collaborate to leverage business design and strategic thinking, enabling them to anticipate, discover, and solve complex real-world challenges. For instance, students might analyse current business models like Netflix or Tesla, identifying areas for improvement using tools such as SWOT and PESTLE analyses. They then assess these models to identify challenges to mitigate or opportunities to capitalize on. From this analysis, students conduct various business testing methods, including surveys, interviews, and desk research, to develop customer-centric solutions tailored to the identified problems. Design thinking distinguishes itself from other innovation and ideation processes by being solution-based, human-centric, and user-focused rather than merely problem-based. SACE has meticulously developed this course to align with current industry trends, emerging digital technology, like AI, and the needs of modern-day users, ensuring students gain a forward-thinking and practical understanding of business innovation.

In their study of Chemistry, students develop and extend their understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use that human beings make of the planet’s resources. They explore examples of how scientific understanding is dynamic and develops with new evidence, which may involve the application of new technologies. Through the study of Chemistry, students develop the skills that enable them to be questioning, reflective, and critical thinkers; investigate and explain phenomena around them; and explore strategies and possible solutions to address major challenges now and in the future. Topics may include energy use, global food supply, and sustainable food production.

Students develop and apply linguistic and intercultural knowledge, understanding and skills by interacting with others in Chinese. Creating texts for specific audiences, purposes and contexts, students analyse a range of texts to interpret meaning, examine relationships between language, culture and identity, and reflect on how culture influences communication. They explore a range of topics related to the themes of The Individual, Chinese-Speaking Communities and The Changing World. Students are prepared for life beyond school through exploring otherness and the global diaspora of Chinese peoples, making cultural connections and developing their own sense of self and place in the world.

In this advanced course, students will apply the design and realisation processes to engineer innovative solutions in digital communication. By manipulating symbols, signs, behaviors, speech, light, images, sound, and other data, students will design and develop products that effectively communicate information. This course encourages creativity and technical proficiency by guiding students through the creation of digital solutions in various contexts that may include app development, game production, virtual reality, and web design.

This is a dynamic, interdisciplinary course that prepares students to create innovative, sustainable solutions for real-world challenges. By exploring design features, processes, materials and production techniques, students will learn to apply creative thinking and technological tools in designing and realising entrepreneurial solutions. The course emphasises effective communication of design concepts and solutions, critical evaluation of design development processes and thorough exploration of the ethical, legal, economic and sustainability aspects associated with these processes and solutions.

Students develop and work as a class company to produce original theatrical works reflecting the mission and vision of their company. They work with scripted texts and devise original pieces that demonstrate their ability to create drama in a range of styles, forms and contexts. Students develop analytical, critical and creative thinking skills through practical workshops, connecting with industry, and responding to experiences of drama, which inform the development of their creative works. They explore opportunities for making and presenting drama in various on-stage acting and off-stage design and technical roles and think innovatively about integrating technology in theatre.

Stage 1 English is designed for students to delve into the complex worlds of texts as forms of commentary on the human experience. With an understanding of purpose, audience, and context, students engage in both analytical and creative pieces to develop their imaginative and interpretive selves. English is divided into three assessment types: Responding to Texts, Creating Texts and the Intertextual Study, which engages students in the dynamic experiences of writing that provide relevant skills in expression and communication. Through a close study of texts including novels, plays, films, and poetry, students analyse the interrelationship of author, text, and audience with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. This subject is compulsory for all students and a C grade must be achieved in both semesters to attain their SACE Literacy requirement.

Students develop and apply linguistic and intercultural knowledge, understanding and skills by interacting with others in French. Creating texts for specific audiences, purposes and contexts, students analyse a range of texts to interpret meaning and examine relationships between language, culture and identity in addition to reflecting on how culture influences communication. They explore a range of topics related to the themes of The Individual, French-Speaking Communities and The Changing World. Students are prepared for life beyond school through exploring otherness and the global diaspora of French peoples, making cultural connections and developing their own sense of self and place in the world.

Geography enables students to be independent thinkers, explore solutions, encourage confidence, work collaboratively, creatively and establish a sense of consciousness about the world to truly make a difference. Students develop an understanding of the spatial interrelationships between people, places, and environments. Geography develops an appreciation of the importance of place in explanations of economic, social and environmental phenomena and processes. Students pose geographical questions, seek answers, and evaluate responses using a range of fieldwork and spatial technology skills. Fieldwork enables students to develop their understanding of the world through direct experience.

In Stage 1 Health and Wellbeing, students develop foundational knowledge, skills, and understandings required to explore and understand influences and make decisions regarding health and wellbeing. They consider the role of health and wellbeing in different contexts and explore ways of promoting positive outcomes for individuals and global society. Health and Wellbeing is influenced by diverse social and cultural attitudes, beliefs, and practices. An understanding of the health and wellbeing status of individuals, communities, and global societies incorporates, for example, health determinants and strategies to improve lifestyle decisions.

Students consider the role that values play in shaping Australian law. They examine the process that occurs when laws are broken, gaining an understanding of the rights of both victims and perpetrators and the responsibilities of lawyers, witnesses, judges and juries. Students develop an understanding of the structure and purpose of Australian parliaments, the role of governments, the nature of politics and process by which law is created and changed. They compare the Australian legal and political system with international equivalents, including the USA. Students discuss and evaluate a range of contemporary legal and political issues using a range of media.

Modern History focuses on learning about significant events, individuals and groups, concepts and themes in Modern History c1500 to the present. There is a focus on the nature of oppression and how people have responded to this. Students gain an understanding of historical concepts such as power and its distribution, the rulers and the ruled, the role of the individual in history, change and continuity and causation. They have the opportunity to reflect on the nature of the discipline of history and the work of historians in making history. Students explore how people in society treat each other, the influence of individuals on decision making, the influence and control of governments over individuals, who and which institutions make rules, who interprets them, who enforces the rules and who resists them. By gaining historical perspectives, students develop an understanding of how and why events happened in the past and how they, as citizens in society, can influence the future.

Stage 1 Mathematics is a four-semester subject for those intending to pursue Stage 2 Mathematical Methods and/or Stage 2 Specialist Mathematics. Mathematics develops an increasingly complex and sophisticated understanding of calculus, statistics, mathematical arguments and proofs, using mathematical models. By using functions, their derivatives and integrals, and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyse phenomena that involve uncertainty and variation.

Mathematical Methods is a three-semester course for those intending to pursue Stage 2 Mathematical Methods. Mathematics develops an increasingly complex and sophisticated understanding of calculus, statistics, mathematical arguments and proofs using mathematical models. By using functions, their derivatives and integrals, and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyse phenomena that involve uncertainty and variation.

General Mathematics is a course for those intending to pursue Stage 2 General Mathematics or Essential Mathematics. The course extends students’ mathematical skills in ways that apply to practical problem solving. A problem-based approach is integral to developing mathematical models and the associated key ideas in the topics. These topics cover a diverse range of applications of mathematics, including personal financial management, measurement and trigonometry, the statistical investigation process, modelling using linear and non-linear functions and discrete modelling using networks and matrices. Using appropriate technology, students interpret and assess the validity of their solutions in context, with an astute awareness of the inherent limitations and assumptions.

Essential Mathematics is for those intending to pursue Stage 2 Essential Mathematics. Offering students the opportunity to extend their mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts. Students apply their mathematics within and beyond the classroom, including everyday calculations, financial management, business applications and measurement. In Essential Mathematics, there is an emphasis on developing students’ computational skills and expanding their ability to apply their mathematical skills in flexible and resourceful ways.

Ensemble Performance is a 10-credit subject encompassing three performances where students develop and extend their musical skills and techniques as part of an ensemble. This subject can be undertaken in Years 11 or 12 after a discussion with the Head of Music. Students interpret musical works and apply them to their performances. They extend their musical literacy by discussing key musical elements of the repertoire and interpreting creative works and express their musical ideas by performing, critiquing and evaluating their own and the ensemble’s performances.

Solo Performance is a 10-credit subject encompassing three solo performances. This subject can be undertaken in Year 11 after a discussion with the Head of Music. Students develop and extend their musical skills and techniques in creating their own performance. Here they interpret their chosen musical works and apply them to their performances. Students extend their musical literacy skills by discussing key musical elements of their chosen repertoire and interpreting creative works. Students express their musical ideas through performing, critiquing and evaluating their performances.

Music Explorations is an advanced course designed to extend students’ existing musical understanding and skills in creating and responding to music. Pathways link to Music Performance - Ensemble (10 Credits) and Stage 2 Music Performance - Solo (10 Credits). Through drawing upon and applying their understanding of the musical elements, students learn to manipulate the elements of music creating musical works that express their ideas and emotions. Students expand on a unique set of transferrable skills, enabling critical and creative thinking, problem solving and risk taking, whilst evolving their aesthetic appreciation of music through understanding the structural and stylistic features and conventions of music. They will express their musical ideas, and reflect on and critique their learning in music.

In Philosophy, students participate in the rational investigation of questions about existence, knowledge and ethics, which resist simple answers. They will learn core critical thinking skills that allow them to develop their ability to identify and evaluate logical arguments and engage with the views of philosophers on a variety of issues. They will consider and develop their own positions in response through class discussions and assessments and build their capacity to be creative and independent critical thinkers. Philosophy promotes the consideration of held values and provides a framework for reasoned action.

Stage 1 PE Outline

Stage 1 Physical Education enables students to explore their physical capabilities and analyse factors affecting participation and performance through the fundamental aspects of skill acquisition, coaching, data collection, physiological systems, sports nutrition, energy systems, fitness components, training methods, principles, and biomechanics in sports. A comprehensive understanding of physical activity, encompassing cognitive and psychomotor processes on their physical capabilities and the factors affecting participation and performance, enhances student's movement confidence and competence.

Stage 2 PE Outline

Stage 2 Physical Education students engage in the study and practice of human physical activities. This experiential subject allows students to explore their physical capacities and examine the factors that influence and enhance participation and performance outcomes. The curriculum is delivered through an integrated approach, offering students the opportunity to participate in a diverse array of authentic physical activities, including sports, theme-based games, laboratories, and fitness and recreational activities. Through these activities, students investigate movement concepts and strategies to promote and improve participation and performance outcomes.

The study of Physics is constructed around using qualitative and quantitative models, laws and theories to better understand matter, forces, energy and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos and to make predictions about them. The models, laws and theories in physics are based on evidence obtained from observations, measurements and active experimentation over thousands of years.

Psychology aims to describe and explain both the universality of human experience and individual and cultural diversity. It also addresses the ways in which behaviour can be changed. The skills learned through Psychology are parallel to those learned in other science subjects where students:

• develop and apply knowledge and understanding of psychological concepts in diverse contexts.
• apply science inquiry skills to deconstruct a problem, design psychological investigations and analyse and interpret the results of the investigation.
• evaluate ethical and unethical research and psychological practices.
• communicate knowledge and understanding of psychological concepts and explore psychological science as a human endeavour.

Stage 1 students extend their knowledge, skills, and understanding through varied topics that could include: Cognitive Psychology, Neuropsychology, Lifespan Psychology, Emotion and Psychological Wellbeing

In Visual Art, students develop their skills in planning and documenting their creative process and visual thinking when creating art. They have the opportunity to create art of technical proficiency in their preferred media, personally interpreting allocated themes to develop concepts. Through the study of art, students are encouraged to broaden their knowledge and understanding of a range of art from different contexts and extend their visual literacy skills through written analysis.