The study of Biology is constructed around inquiry into and application of understanding the diversity of life as it has evolved, the structure and function of living things, and how they interact with their own and other species and their environments. Students investigate biological systems and their interactions, from the perspectives of energy, control, structure and function, change, and exchange in microscopic cellular structures and processes, through to macroscopic ecosystem dynamics. These investigations allow students to extend the skills, knowledge, and understanding that enable them to explore and explain everyday observations, find solutions to biological issues and problems, and understand how biological science impacts on their lives, society, and the environment. They apply their understanding of the interconnectedness of biological systems to evaluate the impact of human activity on the natural world.

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. Students consider examples of benefits and risks of chemical knowledge to the wider community, along with the capacity of chemical knowledge to inform public debate on social and environmental issues. The study of Chemistry helps students to make informed decisions about interacting with and modifying nature, and explore options such as green or sustainable chemistry, which seeks to reduce the environmental impact of chemical products and processes.

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 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, Chinese-Speaking Communities and The Changing World. Students are prepared for life beyond school through exploring otherness and the global diaspora of Chinese peoples, reflecting on their own attitudes, beliefs and values, developing an understanding of how they express culture and identity through language. Stage 1 Chinese (Continuers) or equivalent is required to undertake this subject.

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 continue to build the class company established in Stage 1 to produce original theatrical works reflecting their mission and vision. They work with scripted texts and devise original pieces considering possibilities for impactful and engaging interpretations, demonstrating their ability to create drama in a range of styles, forms, contexts and audiences. Students develop analytical, critical and creative thinking skills through practical workshops, connecting with industry, appraising their creative process and responding to experiences of drama that inform the development of their work. 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 2 English extends the exploration of responder and authorial selves, inviting students to reflect on their personal values and those of other societies and communities through analytical and creative writing. Throughout this subject, students explore how the purpose of a text is achieved through the application of text conventions, language features and stylistic choices to position the audience to respond to ideas and perspectives. English capitalises on the diversity of students’ views, perspectives and experiences, and the opportunities to engage in responses to texts and create their own aims to prepare students to communicate meaningfully in real-world contexts. Students who may be interested in pursuing tertiary education interstate often select English, which could be a prerequisite for entry.

English Literary Studies celebrates the ways literary texts represent culture and identity, and the dynamic relationship between authors, texts, audiences, and contexts. This subject focuses on the skills and strategies of critical thinking needed to interpret and create texts. Through shared and individual study of texts, students encounter different opinions about texts, have opportunities to exchange and develop ideas, and consider a range of critical interpretations of texts. Students develop an understanding of the power of language to represent ideas, events, and people in particular ways and of how texts challenge or support cultural perceptions. By focusing on the creativity and craft of the authors, students develop strategies to enhance their own skills in creating texts and put into practice the techniques they have observed.

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. They 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, French-Speaking Communities and The Changing World. Students are prepared for life beyond school through exploring otherness and the global diaspora of French peoples, reflecting on their own attitudes, beliefs and values, developing an understanding of how they express culture and identity through language. Stage 1 French (Continuers) or equivalent is required to undertake this subject.

Students will develop an understanding of how people interact with environments and the opportunities and challenges for, and constraints on, such interactions. They develop an appreciation of the interdependencies of physical and human environments and knowledge of geographical differences. Students come to understand the interconnections between environmental and human systems. In this subject, they will identify patterns and trends and explore and analyse geographical relationships and interdependencies. To critically analyse located features, spatial arrangements and spatial relationships, students acquire and critically analyse field and other data using a range of field and spatial technology skills. Students will use spatial technologies to investigate contemporary issues and develop knowledge and skills that enable them to contribute to the sustainable use of the Earth’s physical and human environments.

In Stage 2 Health and Wellbeing, students develop essential knowledge and skills to analyse influences on health, make informed decisions, and promote positive and sustainable outcomes for self, others, and communities. The course examines diverse social and cultural attitudes, beliefs, and practices. An awareness and analysis of the health and wellbeing status of individuals, communities, and global societies incorporates health determinants, inequities, barriers, and strategies. Students explore principles, frameworks, models, and theories relating to health and wellbeing. Students play an active role in negotiating what and how they will learn, exploring and developing skills as agents and advocates for change and consider moral and ethical perspectives.

Politics affect us every day – the conditions we live and work in, our identity, our security, the values and fears we possess, and ultimately our expectations as a citizen and our place in the world. In Semester 1, students will be introduced to the Australian political system in the context of the following topics: power; national identity; political parties; interest groups; environmental issues; the media; class; gender; race; technology; and, democracy and elections. The course will address the major forces that are influencing and shaping the Australian political environment with an emphasis on how and why government policies are brought into being. In Semester 2, students will be introduced to Global Politics through study of a range of contemporary issues and case studies, including: the rise of China; the resurgence of Russia; the nuclear threat posed by North Korea; the role of the United Nations; the role of the USA; the increasing power of transnational corporations such as Wal-Mart, Google and Facebook; the terrorist threat posed by Al-Qaeda and Islamic State; the ongoing conflicts in Syria and Palestine; and the multiple threats posed by climate change.

Students develop an understanding of the operation of the Australian legal system, its principles and processes, and become informed and articulate in matters of the law and society. They explore the competing tensions that arise between rights and responsibilities, fairness and efficiency, the empowered and the disempowered, and certainty and flexibility. Students are empowered to evaluate evidence to make decisions and substantiate recommendations about legal principles and processes. Conceptual understanding and analysis provide for transference within and across disciplines.

Essential Mathematics offers 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 to diverse settings, including everyday calculations, financial management, business applications, measurement and geometry and statistics in social contexts. 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. Students apply their conceptual understandings and logical reasoning to establish patterns and relationships, leveraging appropriate technology. They interpret and assess the validity of their solutions in context, with an astute awareness of the inherent limitations and assumptions.

General Mathematics 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 concepts in the topics. These topics cover a diverse range of applications of mathematics, including personal financial management, the statistical investigation process, modelling using linear and non-linear functions, and discrete modelling using networks and matrices. Students apply their conceptual understandings and logical reasoning to establish patterns and relationships, leveraging appropriate technology. They interpret and assess the validity of their solution in context, with an astute awareness of the inherent limitations and assumptions.

Mathematical Methods develops an increasingly complex and sophisticated understanding of calculus and statistics. By using functions and 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. Students who study Mathematical Methods are immersed in a rigorous curriculum that allows the growth of mathematical skills, knowledge, techniques and dispositions.

Modern History focuses on learning about significant events, individuals and groups, concepts and themes in Modern History c1500 to the present. 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. Students are engaged in developing skills in critical analysis and inquiry by examining a range of historical sources.

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. By interpreting musical works, students extend their musical literacy and further develop their understanding of the style, structure and conventions appropriate to the repertoire, and apply them to their performances. Students express their musical ideas by performing, critiquing and evaluating their own, and the ensemble’s performances. This subject can be undertaken in Year 12 after a discussion with the Head of Music.

Music Explorations is an advanced course designed to extend students’ existing musical understanding and skills in creating and responding to music. 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.

Solo Performance is a 10-credit subject encompassing three solo performances. Students develop and extend their musical skills and techniques by interpreting their chosen musical works and applying them to their own performance. They will further develop their understanding of the style, structure and conventions appropriate to their repertoire. Students express their musical ideas through performing, critiquing and evaluating their performances. This subject can be undertaken in Year 12 after a discussion with the Head of Music.

Specialist Mathematics draws on and deepens students’ mathematical knowledge, skills and understanding and provides opportunities for students to develop their skills in using rigorous mathematical arguments and proofs using mathematical models. It includes the study of functions and calculus. The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science and physical sciences. Students envisaging careers in related fields will benefit from studying this subject.

Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods.

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. By studying physics, students understand how new evidence can refine existing models and theories develop different, more complex ideas, technologies and innovations.

Successful completion of Stage 1 required Physics is required.

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 2 students extend their knowledge, skills, and understanding through varied topics that could include: Cognitive Psychology of the Individual, Psychological Health and Wellbeing, Organisational Psychology, Social Influence, The Psychology of Learning.

Students have the opportunity to create art of technical proficiency in their preferred media and chosen concepts. Through the critical analysis of other practitioners' artworks, students will develop ideas and concepts to foster their own art making. Students develop their skills in planning and documenting their creative process and visual thinking when creating art. In the study of art, students are encouraged to broaden their knowledge and understanding of a range of art from different contexts in an interest area, extending their visual literacy skills through written analysis.

In Workplace Practices, students develop knowledge, skills and understanding about the nature of the workplace. They learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices, local, national and global issues in an industry and workplace context. Throughout the course, students are encouraged to focus on a vocation or job role of preference and develop a firm grasp of contemporary theory relating to career development. Students undertake learning in the workplace and develop and reflect on their capabilities, interests and aspirations.