Duration of Course – Full Year (10 credits)
Compulsory Cardijn College subject

Subject Description
Australia is a land of many spiritualities and religions. Aboriginal and Torres Strait Islander spiritualities are at least 65,000 years old, forming part of the oldest continuous cultures on the planet. Since Australia was colonised in the late 18th century, spiritualities and religions have arrived with many different groups of migrants, making this country one of the most multicultural and religiously diverse in the world.

In this subject, teachers and students use one or more ‘big ideas’ to frame inquiry questions; to explore issues, concepts, and ideas; and to reflect on personal and shared meaning within one or more spiritualities and/or religions.

At Stage 2, students engage in reflective analysis in response to stimuli such as guest speakers, documentaries, and excursions, contextualised by one of the six big ideas. They explore a concept or issue from a spiritual and/or religious perspective, and collaborate with others to apply their learning. They engage in reflective practice to evaluate their personal and shared actions.

Content
The Stage 2 Spiritualities, Religion and Meaning course is a 10-credit subject undertaken over the course of the full year.

The course encompasses a selection of the following Big Ideas:

• Growth, belonging, and flourishing
• Community, justice, and diversity
• Story, visions, and futures
• Spiritualities, religions, and ultimate questions
• Life, the universe, and integral ecology
• Evil and suffering.

Evidence of Learning 
At Stage 2 assessment is school-based. During a teaching, learning and assessment program the teacher makes decisions about the quality of the evidence of student learning against the performance standards, demonstrated through assessments. At the end of the program the teacher uses the performance standards to make a balanced decision about the quality and standard of student’s set of evidence of learning. Students have the opportunity to demonstrate evidence of their learning in Stage 2 Spiritualities, Religion and Meaning through the following assessment types:

School assessment

• Assessment Type 1: Reflective Analysis (40%)
• Assessment Type 2: Connections (30%)

External assessment

• Assessment Type 3: Transformative Action (30%)

Duration of Course – 1 Semester (10 credits)
Entry Point – Semester 1 or 2

Course Description
The purpose of Activating Identities and Futures is for students to take greater ownership and agency over their learning (learning how to learn) as they select relevant strategies (knowing what to do when you don’t know what to do) to explore, create and/or plan to progress an area of personal interest towards a learning output.

Content
Students explore ideas related to an area of personal interest through a process of self-directed inquiry. They draw on knowledge, skills and capabilities developed throughout their education that they can apply in this new context and select relevant strategies to progress the learning to a resolution. The focus of the exploration aims to develop capabilities and support students in their chosen pathways.

Assessment

School Assessment 

• Assessment Type 1: Portfolio (35%)
• Assessment Type 2: Progress Checks (35%)

External assessment 

• Assessment Type 3: Appraisal (30%)

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry point – Semester 1 or 2

Subject Description
In Ancient Studies, students learn about the history, literature, society, and culture of ancient civilisations, which may include those of Asia–Australia, the Americas, Europe, Western Asia, Middle East and the classical civilisations of Greece and Rome. Students draw on many other fields of study. They consider the environmental, social, economic, religious, cultural, and aesthetic aspects of societies, and explore the ideas and innovations that shape and are shaped by societies.

Content
Topics covered are taken from the following areas:

Compulsory topics

• Understanding Ancient History
• Historical authentication and reliability

Additional topics

• Art, architecture, and technology
• Warfare and conquest
• Social structures, slavery, and everyday life
• Beliefs, rituals, and mythology
• Creative representation

Evidence of Learning
At Stage 1, assessment is school-based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the performance standards.

Students have the opportunity to demonstrate evidence of their learning in Stage 1 Ancient Studies through the following assessment types:

• Assessment Type 1: Skills and Applications
• Assessment Type 2: Inquiry

Other Information
Students who undertake study in Stage 1 Ancient Studies may like to progress on to Stage 2 Ancient Studies.

Basketball Academy – Stage 1 (Integrated Learning)
Available at Year 10 & 11

Duration of Course – 1 Semester (10 credits) – 2 Semesters (20 credits)

Subject Description
Cardijn College Basketball Academy is committed to the mission statement to improve the holistic development of all basketball students. The cornerstone principle of the program is to strengthen both the individual athlete and basketball teams of the College. The Academy program was developed in response to the growing interest in the sport in the southern area and the demand to access this sport within the curriculum.

The Basketball Academy aims to develop the student’s individual skills, decision making, tactical understanding and their ability to work co-operatively in a team. Students are involved in a range of skill development activities and competitive small sided games. Skills and capabilities will also be developed in goal setting, umpiring, nutrition and performance analysis.

All academy students are required to participate in Saturday morning school games in the Independent Schools Sports Association and are also encouraged to play at a club level. Students gain entry through a nomination and trial process conducted in Term 4 prior to beginning the Academy the following year. 

Content
Practical session content includes:

• Individual skill development (ball handling, passing, shooting, individual offense/defense)
• Team offense principles (motion offense, pick & role play, transition play)
• Team defense principles (man-to-man, zone, press)
• Set plays and structures
• Skill and shooting competencies
• Introduction to strength and conditioning

Folio topics covered over the year will be selected from:

Topics

• Understanding characteristics of elite basketball players
• Developing basketball specific training programs
• Producing coaching tutorials for various aspects of basketball development
• Implementing an inter-school basketball tournament

Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in the Basketball Academy through the following assessment types:

Assessment Type 1: Practical Exploration (50%)
Assessment Type 2: Connections (25%)
Assessment Type 3: Personal Venture (25%)

Additional Information
​Students in Sports Academy programs are REQUIRED to:

• Represent the College for training and competition in their academy sport
• Participate in the Tenison-Woods Exchange (if selected)
• Demonstrate a willingness, desire, and commitment to developing their own skills and knowledge within their sport
• Display the four key pillars of the Sport Academy philosophy during class time and competition 
• Complete all structured assessments for all subjects, thoroughly and on time and understand this is part of upholding their commitment to the Academy
• Be prepared for each lesson with appropriate uniform, footwear and equipment for their sport
• Understand that being part of an Academy is a privilege. 

In 2025, there will be a $100 levy (per Semester) for all Sport Academy classes. This levy will be used for on-site and off-site specialist coaching, guest speakers, strength & conditioning sessions, umpiring and coaching accreditations, excursions and transport. All Academy students will also be required to purchase an Academy training top (approx. $60) specific to their academy sport, which will be used during their time in the academy sport program. 

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry point – Semester 1 or 2

Subject Description
Biology is the study of the diversity of life. This course investigates biological systems and their interactions, from cellular processes to ecosystem dynamics. The biological knowledge presented enables students to explore and explain everyday observations, discuss solutions to biological issues and understand the processes of biological continuity and change over time.

Students design and conduct biological investigations and gather evidence from their investigations. As they explore a range of biology related issues, students recognise that biological knowledge is constantly changing through the application of new ideas and technologies.

Content
Semester 1:

• Cells and microorganisms
• Infectious diseases

Semester 2:

• Multicellular organisms
• Biodiversity and ecosystem dynamics

Evidence of Learning
At Stage 1 assessment is school based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the performance standards. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Biology through the following assessment types:

• Assessment Type 1: Investigations Folio
• Assessment Type 2: Skills and Application Tasks
• Assessment Type 3: Examination

Progression to Stage 2
It is recommended that students interested in Stage 2 Biology have achieved a satisfactory result in at least one semester (preferably S1) of Stage 1 Biology or any of the other sciences (excluding Scientific Studies).

Duration of Course – 1 semester (10 credits) or 2 (20 credits) semesters
Entry Point – Beginning of Term 1 or Term 3

Subject Description
The two learning contexts provide practical opportunities and environments in which students can develop and apply the skills, knowledge, understanding, and capabilities required to add value to a range of businesses.

Start-up business
In the start-up business context, students develop and apply their understanding of the learning strands through the context of a start-up business or a new product, service, or process. Through design thinking and assumption-based planning tools such as the Business Model Canvas, students engage in the process of identifying, exploring, and communicating the market potential of a product, service, or process, or viable new global and local business. Students may propose, develop, and test new products, services, or processes, or they may establish their own start-up business.

Existing business
In the existing business context, students develop and apply their understanding of the learning strands through the context of an existing business, product, or service. Teachers may present problems or scenarios relating to an existing business, product, or service, or they may choose to enable students to engage directly with local businesses. 

Through a structured approach to business improvement and change management, students engage in the process of identifying new opportunities while exploring and communicating the costs and benefits in terms of the overall business model.  Where students have established their own business, this may form the focus of study in this context.

Content
Stage 1 Business Innovation is a 10-credit subject or a 20-credit subject and is studied through the following two contexts:

• start-up business
• existing business

Through these contexts, students develop and apply their understanding of the following learning strands:

• finding and solving problems
• financial awareness and decision-making
• business information and communication
• global, local, and digital connections

Students gain an understanding of fundamental business concepts and ideas, including:

• the nature and structure of business
• key business functions
• forms of ownership and legal responsibilities

This understanding is developed and applied through each of the learning strands.

Evidence of Learning

• Business Skills
• Business Pitch

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry point – Semester 1 or 2

Subject Description
Chemistry develops students’ understanding of key chemical concepts, such as atomic structure, bonding and chemical change. Students apply science inquiry skills to investigate physical properties of materials including polymers and organic compounds.

Students explore key concepts and models through active inquiry into phenomena and through contexts that exemplify the role of chemistry and chemists in society. Students design and conduct qualitative and quantitative investigations both individually and collaboratively. Students investigate aspects that focus on the social, ethical, or environmental impact of Chemistry.

Content
Semester 1:

• Materials and their atoms
• Combining atoms
• Molecules

Semester 2:

• Stoichiometry
• Acids and bases
• Redox reactions

Evidence of Learning
At Stage 1 assessment is school based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the performance standards. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Chemistry through the following assessment types:

• Assessment Type 1: Investigations Folio
• Assessment Type 2: Skills and Application Tasks
• Assessment Type 3: Examination

Progression to Stage 2
It is recommended that students interested in Stage 2 Chemistry have achieved a satisfactory result in at least one semester of Stage 1 Chemistry or Physics.

Duration of Course – 1 semester (10 credits) or 2 (20 credits) semesters
Entry Point – Beginning of Term 1 or Term 3

Subject Description
Students examine the period of childhood from conception to 8 years, and issues related to the growth, health, and well-being of children. Students explore the areas of development and the impact this has on later life. They examine the importance of nutrition on the development of the child, along with the opportunity to engage in learning resources.

Content

• The Nature of Childhood and the Socialisation and Development of Children
• Children in Wider Society
• Children, Rights, and Safety

Evidence of Learning

• Practical Activities
• Group Activity
• Investigation

Other information
The study of Stage 1 Child Studies provides a solid foundation for Stage 2 Child Studies.

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry Point – Semester 1 or 2

Subject Description
Community Studies provides students with insights into the ways in which communities are shaped and operate. It offers students the opportunity to learn in a community context, both within and beyond the school environment. The community provides the framework in which students develop capabilities that enable them to contribute actively and successfully to community activities. In interacting with teachers, peers, and community members, students use their experiences as a means of achieving personal growth and gaining an awareness of social identity.

By reflecting on their learning and their success in achieving their goals, students gain insights into how they can be active and responsible participants in their communities, and how they can make valuable contributions to them.

At Stage 1, and in Community Studies, students complete a contract of work, including a community activity, and a reflection on their learning experiences. 

An identifying feature of this subject is the autonomy it gives students in deciding the focus and direction of their community activity/community application activity. Students expand and enhance their skills and understanding in a guided and supported learning program, by beginning from a point of personal interest, skill, or knowledge, and setting challenging and achievable goals. Students develop their ability to work independently and to apply their knowledge and skills in practical ways in their communities.

Content
In developing an individual program of learning around his or her interests, knowledge, and skills, each student prepares a contract of work to undertake a community activity in one of the following six areas of study:

• Arts and the community
• Communication and the community
• Foods and the community
• Health, recreation, and the community
• Science, technology, and the community
• Work and the community

These areas of study provide the framework within which students can base their activity. Examples of activities in these areas of study include but are not limited to:

• Creating a mosaic for a public facility
• Creating a form of Indigenous art or craft — for example, visual art, dance, drama, or music — for an exhibition or performance
• Translating and transcribing a document from one language to another 
• Interviewing people in the local community about their experiences 
• Developing a healthy eating plan for a child 
• Compiling a recipe book for a community group
• Producing a management plan for a dietary disorder
• Caring for a family member with depression.
• Designing an environmentally friendly garden or area
• Devising a form of advertising for a local business

Evidence of Learning
At Stage 1, assessment is school-based. During a teaching, learning and assessment program, the teacher makes decisions about the quality of evidence of student learning against the performance standards, demonstrated through assessments. At the end of the program, the teacher uses the performance standards to assess the quality and standard of the accumulated set of evidence of learning against their goals. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Community Studies through the following assessment types:

• Assessment Type 1: Contract of Work
• Assessment Type 2: Reflection

Other Information
The study of Community Studies at Stage 1 provides a solid foundation for Community Studies at Stage 2. However, at Stage 2 this subject cannot contribute to an ATAR (for those students wishing to pursue a University pathway).

Duration of course – Semester (10 credits) – Full year (20 credits)
Entry point – Semester 1 or 2

Subject Description
In Drama students participate in the planning, rehearsal and performance of dramatic work. Students participate in creative problem solving; they generate, analyse and evaluate ideas. They develop personal interpretations of texts. Students develop their curiosity and imagination, creativity, individuality, self-identity, self-esteem and confidence.

Content
Teachers develop a teaching and learning program based on the following three areas:

• Company and performance
• Understanding and responding to drama
• Drama and technology

Evidence of Learning
At Stage 1 assessment is school-based. During a teaching, learning and assessment program, the teacher makes decisions about the quality of evidence of student learning against the performance standards. At the end of the program, the teacher uses the performance standards to make an on-balance decision about the quality and standard of a student’s set of evidence of learning. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Drama through the following assessment types:

• Assessment Type 1: Performance
• Assessment Type 2: Responding to Drama
• Assessment Type 3: Creative Synthesis

Other Information
The study of Drama at Stage 1 provides for a solid foundation for Drama at Stage 2.

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry point – Semester 1 or 2

Subject Description
What happens in an economy depends on the choices millions of people make every day when they interact with each other, with markets, with the government and with their natural surroundings. Each interaction affects the behaviour of others and by seeing the world through an economic lens we are provided with insight to make more informed decisions in our daily lives. An economic outlook is therefore about much more than money. Our interactions, and the outcomes of our interactions, shape the society we live in.

Students explore and analyse a variety of authentic economic contexts to develop, extend, and apply their skills, knowledge, understanding, and capabilities. By studying Economics, students develop an understanding of different economic systems and institutions, and learn to assess the degree to which these systems and institutions satisfy people’s needs and wants.

Content
The core topic in Stage 1 Economics is “Thinking like an Economist”. This involves applying knowledge of economic concepts through the exploration of scenarios. Students develop an understanding that economic systems are viewed through different social and political lenses and that these perspectives determine the decisions of stakeholders. The major scenarios explored include but are not limited to markets in action, economic decision making, government involvement in the economy, trade in the global economy, teacher-developed scenarios.

Evidence of Learning
At Stage 1 assessment is school-based. During a teaching, learning and assessment program, the teacher makes decisions about the quality of evidence of student learning against the performance standards. At the end of the program the teacher uses the performance standards to make an on-balance decision about the quality and standard of a student’s set of evidence of learning. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Economics through the following assessment types:

Assessment Type 1: Folio (two tasks)
Assessment Type 2: Economic Project (one task)

Other Information
The study of Stage 1 Economics provides a solid foundation for the study of Stage 2 Economics. Students would also be well prepared for the study of other humanities subjects at Stage 2.

Duration of course – Semester (10 credits) – Full year (20 credits)
Entry point – Semester 1 or 2

Subject Description
Students who study Fashion Design will use a range of technologies such as sewing machines, overlockers, design techniques and equipment to convert textiles and fabrics into products. Students develop skills in fashion illustration, technical drawing, garment manufacture and evaluation. Students will investigate the work of contemporary and historical fashion designers to inform the development of their own work. The course is designed to equip students with the skills and knowledge required when considering career opportunities in fashion design and related occupations.

Content

• Creative arts process
• Development and production
• Concepts in creative arts disciplines
• Creative arts in practice

Evidence of Learning
At Stage 1 assessment is school-based. During a teaching and learning program the teacher makes decisions about the quality of evidence of student learning against the performance standards. At the end of the program the teacher uses the performance standards to make an on-balance decision about the quality and standard of a student’s set of evidence of learning. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Fashion Design through the following assessment types:

• Assessment Type 1: Product
• Assessment Type 2: Folio (Inquiry and Skills)

In each 10-credit subject students provide evidence of their learning through three assessments, with at least one assessment from each assessment type.

Other Information
The study of Stage 1 Fashion Design provides a solid foundation for the study of Stage 2 Fashion Design.

Duration of Course – 1 semester (10 credits) or 2 (20 credits) semesters
Entry Point – Beginning of Term 1 or Term 3

Subject Description
In Food and Hospitality students focus on the dynamic nature of the food and hospitality industry in Australian society. They develop an understanding of contemporary approaches and issues related to the hospitality industry.

Students work independently and collaboratively to achieve culinary goals. They develop skills and safe work practices in the preparation, storage and handling of food, complying with current health and safety legislation. Students investigate contemporary food and hospitality issues and current management
practices.

Content

• Food, the Individual and the Family
• Local and Global Issues in Food and Hospitality
• Trends in Food and Culture
• Food and Safety
• Food and Hospitality Industry

Evidence of Learning

• Practical Activity
• Group Activity
• Investigation

Other Information
The study of Food and Hospitality at Stage 1 provides a written foundation for Stage 2 Subjects: Food and Hospitality and Child Studies. Students wanting to pursue Food & Hospitality in Stage 2 are encouraged to complete at least one semester at Stage 1 level to ensure appropriate development of knowledge and skills.

Available at Year 10 & 11
Duration of Course – 1 Semester (10 credits) – 2 Semesters (20 credits)

Subject Description
Cardijn College provides students with the opportunity to be part of a specialist Football Academy. The Football Academy aims to develop the student’s football skills, decision making, tactical understanding and their ability to work co-operatively in a team. Students are involved in a range of skill development activities and competitive small sided games. Skills and understandings will also be developed in coaching, umpiring and injury management and prevention. 

All academy students are required to participate in Wednesday after school games in the Independent Schools Sports Association and are also encouraged to play at a club level. Students gain entry through a nomination and trial process conducted in Term 4 prior to beginning the Academy the following year.

Content
Practical session content includes:

• Strength and conditioning
• Skill development (kicking, handballing, marking, tackling)
• Defensive actions
• Attacking patterns
• Set plays and structures
• Decision making under pressure
• Game sense
• Umpiring

Theory topics covered over the two semesters will be drawn from:

• Fitness assessment and goal setting
• Competition management
• Biomechanical principles and analysis
• Exercise physiology
• Coaching, principles and actions
• Reflective practice and game analysis
• Skill acquisition
• Nutrition and performance in sport
• Injury management and prevention
• Leadership in elite sport

Evidence of Learning
Assessment Type 1: Group Project
Assessment Type 2: Skills and Applications Tasks
Assessment Type 3: Analysis

Additional Information
​Students in Sports Academy programs are REQUIRED to:

• Represent the College for training and competition in their academy sport
• Participate in the Tenison-Woods Exchange (if selected)
• Demonstrate a willingness, desire, and commitment to developing their own skills and knowledge within their sport
• Display the four key pillars of the Sport Academy philosophy during class time and competition 
• Complete all structured assessments for all subjects, thoroughly and on time and understand this is part of upholding their commitment to the Academy
• Be prepared for each lesson with appropriate uniform, footwear and equipment for their sport
• Understand that being part of an Academy is a privilege. 

In 2025, there will be a $100 levy (per Semester) for all Sport Academy classes. This levy will be used for on-site and off-site specialist coaching, guest speakers, strength & conditioning sessions, umpiring and coaching accreditations, excursions and transport. All Academy students will also be required to purchase an Academy training top (approx. $65) specific to their academy sport, which will be used during their time in the academy sport program.

Duration of course – 1 Semester (10 credits) – 2 Semesters (20 credits)

Subject Description
In Stage 1 Health and Wellbeing, students develop the 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 may explore principles and frameworks relating to health and wellbeing. In Health and Wellbeing, student agency is promoted through providing opportunities to make responsible choices and decisions in a rapidly changing world. Students explore and develop skills as agents and advocates for change and consider moral and ethical perspectives. 

Content
Students examine the interrelationship of lifestyle, physical activity, social behaviour, health care, and health care systems. They explore the challenges of maintaining and promoting healthy environments and healthy living in society. Students examine the impact of interactions between the individual, the family, the wider community, and the environment on the health of populations. Students recognise the important role of governments and other agencies in addressing health priorities as well as the need to allocate resources to build health and well-being at local, state, national, and global levels. Students learn to be proactive in promoting lifelong skills to improve health outcomes and quality of life for themselves and their community. The program also develops the important value of teamwork while developing the skills of collaboration and communication in both oral and written formats.

Learning content may include both practical activities and group activities examining topics such as personal wellbeing goals, adolescent health awareness, current media trends and the social determinants of health. 

Evidence of Learning

Assessment Type 1: Practical Action (60%)
Assessment Type 2: Issue Inquiry (40%)
Assessment Type 3: Personal Venture (25%)

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry point – Semester 1 or 2 

Subject Description
In Stage 1 Geography, student develop an understanding of the spatial interrelationships between people, places, and environments. They appreciate the complexity of our world, the diversity of its environments, and the challenges and associated opportunities facing Australia and the world. Students engage in geographical inquiry by using geographical methods and skills. They pose geographical questions, seek answers, and evaluate responses, using a range of fieldwork and spatial technology skills. 

Content
Topics covered are taken from the following areas:

Topic 1: Sustainable Places

• Rural and remote places
• Urban places
• Megacities

Topic 2: Hazards

• Natural hazards
• Biological and human-induced hazards

Topic 3: Contemporary Issues

• Local issues
• Global issues

Evidence of Learning
At Stage 1, assessments are school based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the SACE performance standards.

Students have the opportunity to demonstrate evidence of their learning in Stage 1 Geography through the following assessment types:

• Assessment Type 1: Geographical Skills and Application
• Assessment Type 2: Fieldwork

Duration of Course – 2 Semesters

Subject Description
Stage 1 Indonesian is designed for students who have studied the language for 400 to 500 hours by the time they have completed Stage 2, or who have an equivalent level of knowledge. Students interact with others to share information, ideas, opinions and experiences.

They create texts in Indonesian to express information, feelings, ideas and opinions. They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.

The following themes are studied:

• The individual
• The Indonesian-speaking communities
• The changing world

Evidence of Learning

• Assessment Type 1: Interaction
• Assessment Type 2: Text Production
• Assessment Type 3: Text Analysis
• Assessment Type 4: Investigation

Career Pathways
The study of languages is compatible with a wide variety of career areas such as, but is not limited to, law, engineering, medicine, hospitality, STEM, finance, health, sport, tourism.

Subject Description
Stage 1 Italian is designed for students who have studied the language for 400 to 500 hours by the time they have completed Stage 2, or who have an equivalent level of knowledge. Students interact with others to share information, ideas, opinions and experiences.

They create texts in Italian to express information, feelings, ideas and opinions. They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.

The following themes are studied:

• The individual
• The Italian-speaking communities
• The changing world

Students studying Senior Italian will have an opportunity to take part in an Italian Immersion trip, offered every two years.

Evidence of Learning

• Assessment Type 1: Interaction
• Assessment Type 2: Text Production
• Assessment Type 3: Text Analysis
• Assessment Type 4: Investigation

Career pathways
The study of languages is compatible with a wide variety of career areas such as, but is not limited to, law, engineering, medicine, hospitality, STEM, finance, health, sport, tourism.

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry point – Semester 1 or 2 

Subject Description
In Stage 1 Legal Studies, students focus on the use of laws and legal systems to create harmony within dynamic and evolving communities. Through an inquiry-based process, students explore and develop their understanding of the concepts of rights, fairness and justice, power, and change. These concepts are examined in the context of law-making, law enforcement, and dispute resolution, and should be applied to a range of contemporary Australian issues. 

Content
Topics covered are taken from the following areas:

Compulsory topic: Law and communities

• Rule of law
• Democracy
• Representative government
• Separation of powers
• Impact of the media on our perception of the government, law, and justice
• Changes in societal values and the impact of these changes on our laws

Additional topics

• Young people and the law
• Women and the law
• Environment and the law
• Refugees and asylum seekers and the law
• Crime, law, and punishment
• Minority groups and the law
• Family law

Evidence of Learning
At Stage 1, assessments are school based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the SACE performance standards.

Students have the opportunity to demonstrate evidence of their learning in Stage 1 Legal Studies through the following assessment types:

Assessment Type 1: Analytical Response
Assessment Type 2: Inquiry
Assessment Type 3: Presentation

To assist in the selection of Maths subjects, please view the Mathematics flow chart for further information.

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry Point – Semester 1 or 2

Subject Description
In the study of Modern History at Stage 1, students explore changes within the world since 1750, examining developments and movements of significance, the ideas that inspired them, and their short- and long-term consequences on societies, systems, and individuals. They explore the impacts that these developments and movements had on people’s ideas, perspectives, and circumstances. They investigate ways in which people, groups, and institutions challenge political structures, social organisation, and economic models to transform societies. Students build their skills in historical method through inquiry, by examining and evaluating the nature of sources, including who wrote or recorded them, whose history they tell, whose stories are not included and why, and how technology is creating new spaces in which histories can be conveyed. Students explore different interpretations, draw conclusions, and develop reasoned historical arguments.

Content
Stage 1 Modern History can be undertaken as a 10-credit subject or 20-credit subject and consists of:

10 Credits

• Three historical skills assessments
• One historical study

20 Credits

• Six historical skills assessments
• Two historical studies

Historical studies could include the following topics:

• Imperialism c. 1750
• Decolonisation
• Indigenous peoples
• Social movements
• Revolutions

Evidence of Learning
At Stage 1 assessment is school-based. During a teaching, learning and assessment program the teacher makes decisions about the quality of evidence of student learning against the performance standards. At the end of the program the teacher uses the performance standards to make an on-balance decision about the quality and standard of a student’s set of evidence of learning. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Modern History through the following:

• Assessment Type 1: Historical Skills
• Assessment Type 2: Historical Study

Other Information
The study of Modern History at Stage 1 provides a solid foundation for Modern History or Ancient Studies at Stage 2.

Duration of course – Semester (10 credits) – Full year (20 credits)
Entry point – Semester 1

Recommendations
It is recommended that students wishing to undertake this course have successfully completed Year 10 Advanced Music.

Subject Description
Students who study Stage 1 Music develop skills in performance, theory and aural, composing and arranging and analysis and reflection. This course is designed to support students in the practical application of their theory skills. Theory and aural skills are developed and assessed throughout the semester leading to the application of these skills though arranging and composing tasks. Students analyse the work of other composers and use this information to create their own music and reflect on musical decisions. Students are required to perform individually on their chosen instrument, therefore private instrumental lessons are essential. It is also recommended that students studying Stage 1 Music engage in a co-curricular ensemble to further develop ensemble skills. Engaging in all of the above provides students with the maximum amount of subject selections leading into Stage 2 Music.

Content

• Solo performance
• Theory and aural work
• Composing
• Arranging
• Analysis and reflection

The subject consists of the following strands:

• Understanding music
• Creating music
• Responding to music

Evidence of Learning
The following assessment types enable students to demonstrate their learning in Stage 1 Music:

School-based Assessment 
Assessment Type 1: Creative Works 
Assessment Type 2: Musical Literacy

Available at Year 10 & 11
Duration of Course – 1 Semester (10 credits) – 2 Semesters (20 credits)

Subject Description
The Stage 1 Netball Academy aims to consolidate and advance current attacking and defensive skills, decision making, space awareness, tactical understanding and on-court roles. Additionally, students are prepared for the fitness demands of the sport through strength and conditioning training, as well as developing positive working relationships with their peers. Students are involved in a range of activities and simulations in a skilled environment. Netball Academy students will engage in tournaments against various specialist schools whilst students will have the opportunity to undertake specialist coaching sessions with current Adelaide Thunderbird players. All academy students may be required to participate in Saturday morning school games in the Independent Schools Sports Association and are also encouraged to play at a club level. Students gain entry through a nomination and trial process conducted in Term 4 prior to beginning the Academy the following year. 

Content
Practical session content involves the consolidation and advancement of the following skills:

• Footwork and movement
• Ball handling
• Attacking strategies
• Defensive plays
• Shooting and rebounding
• Structure and systems
• Decision making
• Tactics and strategy
• Teamwork
• Fitness, strength and conditioning

Theory session content is drawn from the following topics (as per Netball Australia’s Netball Skills Curriculum):

• Goal setting
• Game and performance analysis
• Issues analysis in netball
• Biomechanical principles and analysis
• Energy systems, training methods and principles
• Nutrition and performance in sport
• Injury management and prevention
• Skill acquisition
• Competition management
• Leadership in elite sport

Evidence of Learning
Assessment Type 1: Group Project
Assessment Type 2: Skills and Applications Tasks
Assessment Type 3: Analysis

Additional Information
​Students in Sports Academy programs are REQUIRED to:

• Represent the College for training and competition in their academy sport
• Participate in the Tenison-Woods Exchange (if selected)
• Demonstrate a willingness, desire, and commitment to developing their own skills and knowledge within their sport
• Display the four key pillars of the Sport Academy philosophy during class time and competition 
• Complete all structured assessments for all subjects, thoroughly and on time and understand this is part of upholding their commitment to the Academy
• Be prepared for each lesson with appropriate uniform, footwear and equipment for their sport
• Understand that being part of an Academy is a privilege. 

In 2025, there will be a $100 levy (per Semester) for all Sport Academy classes. This levy will be used for on-site and off-site specialist coaching, guest speakers, strength & conditioning sessions, umpiring and coaching accreditations, excursions and transport. All Academy students will also be required to purchase an Academy training top (approx. $40) specific to their academy sport, which will be used during their time in the academy sport program.

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry point – Semester 1 or 2

Subject Description
Students are immersed into the fundamentals of human nutrition, physiology and health; investigating current and emerging trends. Students will study dietary, lifestyle and healthy eating patterns with a specific focus on nutrients in food, how the body uses nutrients and the relationship between diet, health and disease.

They will consider population demographics and how their food and nutrition needs will be impacted by food availability and product development. Political, economic, cultural and ethical influences and ecological sustainability will be examined to recommend actions or develop arguments about future food needs and food ethics. Students will develop an understanding of the need to evaluate marketing of food, food systems and food quality standards, food availability and cultural influences on food selection.

Content
Semester 1:

• Principles of nutrition, physiology and health (Macronutrients)
• Health promotion and emerging trends

Semester 2:

• Principles of nutrition, physiology and health (Micronutrients)
• Sustainable food systems

Evidence of Learning
At Stage 1 assessment is school based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the performance standards. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Nutrition through the following assessment types:

• Assessment Type 1: Investigations Folio
• Assessment Type 2: Skills and Applications Tasks
• Assessment Type 3: Examination

Progression to Stage 2
It is recommended that students interested in Stage 2 Nutrition have achieved a satisfactory result in at least one semester of Stage 1 Nutrition or any of the other sciences (excluding Scientific Studies).

Duration of Course – Semester ONLY (10 credits)
Entry Point – Semester 1 or 2

Subject Description
Outdoor Adventures engages students in developing skills in outdoor activities which may include: surfing, kayaking, rock climbing, shelter building, fishing, mountain biking, bushwalking and orienteering.

Outdoor Adventures also develops a greater awareness of risk management procedures and sensible risk taking behaviour. Through outdoor journeys, students increase their effectiveness as members of a group and develop skills in leadership, self-management, group management, planning and evaluating, personal reflection, assessing and managing risks, managing safety and minimising environmental impacts for sustainable futures. Cardijn’s Outdoor Adventures program equips students with lifelong time management, decision making and teamwork skills that translate to students’ later studies and careers.

Learning Requirements
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 1 Outdoor Adventures.

In this subject, students are expected to:

• Explore natural environments, considering different perspectives
• Apply responsibilities and risk-management strategies, to plan safe and sustainable outdoor activities and journeys
• Evaluate and demonstrate reflective practice of personal experiences, and personal and social growth in natural environments
• Evaluate and demonstrate reflective practice of the development and application of practical skills relevant to outdoor activities and journeys
• Understand and analyse environmental systems and issues to recognise actions required to enhance sustainability of natural environments.

Content
Stage 1 Outdoor Adventures consists of the following five topics:

• Group dynamics and leadership
• Environmental management and conservation
• Skills in planning and implementing outdoor activities and lightweight journeys
• Outdoor activities 
• Outdoor journey (one-day trips)

Evidence of Learning
At Stage 1, assessment is school-based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the performance standards. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Outdoor Adventures through the following assessment types:

Assessment Type 1: Practical Exploration (50%)
Assessment Type 2: Connections (25%)
Assessment Type 3: Personal Venture (25%)

Duration of course – 1 Semester (10 credits) – 2 Semesters (20 credits)

Subject Description
Through Physical Education, students explore the participation in and performance of human physical activities. It is an experiential subject in which students explore their physical capacities and investigate the factors that influence and improve participation and performance outcomes, which lead to greater movement confidence and competence. An integrated approach to learning in Physical Education promotes deep learning ‘in, through, and about’ physical activity.

Education ‘in’ physical activity involves students making meaning of personal movement experiences. Through these movement experiences, students engage in thoughtful participation where skills of internal reflection and articulation of learning progress are developed. These movement experiences involve students in the assessment process and this in turn enhances their metacognition. Education ‘through’ physical activity involves students using movement to strengthen their personal, intellectual, and social skill development. Such skill development allows students to engage more purposefully in physical activity. Students use physical activity contexts as the vehicle for developing the capabilities and skills necessary to reflect on and critique their learning in order to enhance participation and performance outcomes.

Education ‘about’ physical activity involves students developing an understanding of biophysical, psychological, and sociocultural domains through participation in physical activity. The biophysical domain includes learning and applying exercise physiology and biomechanical concepts. The psychological domain develops an understanding of skill acquisition and learning theory concepts. The socio-cultural domain develops knowledge and understanding of, and skills to take responsible action related to, barriers, enablers, equity, and inclusivity in physical activity. These domains are developed through the exploration of movement concepts and strategies within physical activity contexts.

Physical activities can include sports, theme-based games, laboratories (GPS, Heart Rate, Video Analysis), and fitness and recreational activities. Classes can undertake a single-focus approach (e.g. single sport) or can undertake multiple sports, games, and/or activities.

Content
Physical Education may be undertaken as a 10-credit subject or a 20-credit subject at Stage 1. Stage 1 Physical Education has three focus areas:

Focus Area 1: In movement
Focus Area 2: Through movement
Focus Area 3: About movement

Students explore movement concepts and strategies through these physical activities to promote participation and performance outcomes. These movement concepts and strategies include:

• Body awareness
• Movement quality
• Spatial awareness
• Relationships
• Executing movement
• Creating space
• Interactions
• Making decisions

Evidence of Learning
At Stage 1, assessment is school-based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the performance standards. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Physical Education through the following assessment types:

Assessment Type 1: Performance Improvement
Assessment Type 2: Physical Activity Investigation

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry point – Semester 1 or 2

Subject Description
The study of Physics offers opportunities for students to understand and appreciate the natural world. As well as applying knowledge to solve problems, students develop experimental, investigation, design and communication skills through practical and other learning activities.

Students gather evidence from experiments and research and acquire new knowledge through their own investigations. In Physics students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges. The study of Physics supports students wishing to pursue scientific pathways, for example in engineering, renewable energy generation, communications, materials innovation, transport and vehicle safety, medical science, scientific research, and the exploration of the universe.

Content
Semester 1:

• Linear motion and forces
• Heat
• Energy and momentum

Semester 2:

• Waves
• Nuclear models and radioactivity
• Electric circuits

Evidence of Learning
At Stage 1 assessment is school based. Teachers make decisions about the extent and the quality of the evidence of student learning with reference to the performance standards. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Physics through the following assessment types:

• Assessment Type 1: Investigations Folio
• Assessment Type 2: Skills and Applications Tasks
• Assessment Type 3: Examination

Progression to Stage 2
It is recommended that students interested in Stage 2 Physics have achieved a satisfactory result in at least one semester of Stage 1 Physics or Chemistry.

Duration of course – Semester (10 credits) – Full year (20 credits)
Entry point – Semester 1 or 2 

Subject Description
Through the study of Psychology, students will focus on evidence-based procedures including observation, experimentation, and experience, to allow them to develop useful skills in analytical and critical thinking and in making inferences. Students will learn how to be critical consumers of information, how to identify psychological processes at work in everyday experiences, how to apply knowledge to real-world situations, how to investigate psychological issues, and how to be an effective communicator.

Content

Semester 1:

• Cognitive Psychology
• Neuropsychology

Semester 2:

• Emotions
• Criminal Psychology

Evidence of Learning
At Stage 1 assessment is school based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the performance standards. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Biology through the following assessment types:

• Assessment Type 1: Investigations Folio
• Assessment Type 2: Skills and Application Tasks
• Assessment Type 3: Examination

Progression to Stage 2
It is recommended that students interested in Stage 2 Psychology have achieved a satisfactory result in at least one semester of Stage 1 Psychology.

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry point – Semester 1 or 2

Subject Description
Students develop scientific inquiry skills by actively investigating and responding to authentic, engaging and complex questions, problems or challenges. Students design investigations, collect, represent, and analyse data to form evidence-based conclusions.

Through this course, students will develop scientific knowledge and skills to support them in their future career pathways, including those that are science related, as well as their everyday life in a world that is increasingly being shaped by science and technology.

Content
Students engage in inquiry-based learning to investigate the topics below:

Semester 1
Forensic Science

Semester 2
Space Technologies

Evidence of Learning
At Stage 1 assessment is school-based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the performance standards. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Scientific Studies through the following assessment types:

• Assessment Type 1: Inquiry Folio
• Assessment Type 2: Collaborative Inquiry

Progression to Stage 2
The study of Scientific Studies at Stage 1 provides a solid foundation for Scientific Studies at Stage 2. Students may also move into Stage 2 Scientific Studies from any other Stage 1 Science subject.

Stage 1 (Available Year 10 & 11)
Duration of course – 2 Semesters

Subject Description
Year 11 Soccer Academy provides students with the opportunity to develop holistic football skills across the specific disciplines of 11-a-side football, 5-a-side football, futsal, officiating and coaching. Students are selected for this program through a trial selection process. The program aims to refine core skills while developing deep tactical acumen through the process of game training and representing Cardijn College in competitions. Students will have the opportunity to learn referee theory and application in games. Students will also have the opportunity to gain coaching knowledge and skills through theory and practical experience. All academy students may be required to participate in Wednesday afternoon games in the Independent School Sports Association. This is an invitation only course. Students gain entry through a nomination and trial process conducted in Term 4 prior to beginning the Academy the following year. 

Content
The Year 11 Soccer Academy will cover mostly practical units which revolve around maximum individual participation and small sided games. The academy will aim to develop the following:

• Refining of functional game skills
• Developing tactical awareness, insight and decision making through a game related approach to training
• Developing refereeing knowledge and skills through the Laws of the Game certificate and applying these skills
• Developing coaching knowledge and skills through and applying these skills

The foundations are as follows;

• Technical skills
• Tactical understanding
• Mental strength
• Physical capacity

Evidence of Learning

Assessment Type 1: Practical Exploration (50%)
Assessment Type 2: Connections (25%)
Assessment Type 3: Personal Venture (25%)

Additional Information
​Students in Sports Academy programs are REQUIRED to:

• Represent the College for training and competition in their academy sport
• Participate in the Tenison-Woods Exchange (if selected)
• Demonstrate a willingness, desire, and commitment to developing their own skills and knowledge within their sport
• Display the four key pillars of the Sport Academy philosophy during class time and competition 
• Complete all structured assessments for all subjects, thoroughly and on time and understand this is part of upholding their commitment to the Academy
• Be prepared for each lesson with appropriate uniform, footwear and equipment for their sport
• Understand that being part of an Academy is a privilege. 

In 2025, there will be a $100 levy (per Semester) for all Sport Academy classes. This levy will be used for on-site and off-site specialist coaching, guest speakers, strength & conditioning sessions, umpiring and coaching accreditations, excursions and transport. All Academy students will also be required to purchase an Academy training top (approx. $65) specific to their academy sport, which will be used during their time in the academy sport program.

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry point – Semester 1 or 2 

Subject Description
In Stage 1 Society & Culture, students explore and analyse the interactions of people, societies, cultures, and environments. Students learn about the ways in which societies constantly change and are affected by social, political, historical, environmental, economic, and cultural factors. They investigate the significance of factors such as gender, ethnicity, racism, class, and power structures that affect the lives and identities of individuals and groups. Students develop the ability to influence their own future by acquiring skills, values, and understanding that enable them to participate effectively in contemporary society.

Content
Topics covered are taken from the following areas:

• Popular culture
• Prejudice and discrimination
• Relationships between societies and natural environments
• Contemporary Aboriginal and Torres Strait Islander societies
• World-shaping phenomena

Evidence of Learning
At Stage 1, assessments are school based. Teachers make decisions about the extent and quality of the evidence of student learning with reference to the SACE performance standards. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Society & Culture through the following assessment types:

Assessment Type 1: Sources Analysis
Assessment Type 2: Group Activity
Assessment Type 3: Investigation

Other Information
Students who undertake study in Stage 1 Society & Culture may like to progress on to Stage 2 Society & Culture.

Duration of Course – 1 semester (10 credits) or 2 (20 credits) semesters
Entry Point – Beginning of Term 1 or Term 3

Subject Description
Step up and make a change for the better! 

Design, Technology and Engineering focuses on: 

• The Stanford design thinking method (Design)
• Using students’ choice of materials  and technologies (Technology)
• To find a solution to a problem that benefits humanity, while working collaboratively (Engineering)

Content
The subject provides a flexible framework that encourages students to be creative, innovative, and enterprising in their chosen context. They apply critical thinking and problem-solving skills and incorporate technologies to address design problems and challenges. This subject incorporates the transfer of interdisciplinary skills and knowledge and promotes individualised and inquiry-based learning.

A ‘solution’ is an outcome of the design and realisation process in relation to the chosen context. A solution could be fully realised or a model, prototype, system, part, process (i.e. procedures to output a product), or product.

Student choice content includes:

Application (app) development, CAD, digital animation, film-making, game production, graphics, multimedia, virtual reality, web design, aerospace, agricultural equipment, architecture, CAD/CAM, health and aged care equipment, industrial design, maritime equipment, software programming,  composite materials, metal, polymers, timber, automated systems (e.g. programmable logic controllers), autonomous vehicles (e.g. model robot cars), biomedical engineering, communication systems (e.g. radio telemetry, Bluetooth), electrical systems, electronic circuits (printed circuit boards), electronic systems (including microcontroller boards such as Arduino and Picaxe), internet of things (IoT): web-connected sensors and devices (e.g. NodeMcu, WEMOS, Raspberry Pi), mechanical systems (e.g. using a variety of gear mechanisms), pneumatic, hydraulic, or fluidic systems, renewable energy systems (e.g. solar, wind, battery storage), robotics (building a programmed, autonomous, or remote-controlled robot).

Evidence of Learning

• Specialised Skills Task 1 10%
• Specialised Skills Task 2 20%
• Personal Project Part 1 30%
• Personal Project Part 2 40%

Duration of Course – Full Year

Subject Description
The Thrive program facilitates the development of personal growth and positive wellbeing by exploring key themes relevant to adolescence. The program is based on theories of empowerment, strength-based and mutual aid enabling students to develop resilience, positive relationships, and life skills. Students will have the opportunity to critically think and apply personal and social skills. This will enable students to maintain respectful and trusting relationships that will promote safety and inclusivity. Students will be given the opportunity to engage with more complex issues that they are likely to encounter throughout their lives, and to navigate a world of competing values, rights, interests, and norms. The Thrive program is a vital part of supporting students to flourish and thrive. 

Content

• Pastoral care/student wellbeing/mentoring
• The mandatory Keeping Safe: Child Protection Curriculum
• Explicit teaching of key concepts related to positive relationships and life skills
• Careers/pathways discussions, e.g. subject selection
• Camp/activity preparation
• Year level gatherings/guest presentations

Duration of Course – Semester (10 credits) – Full Year (20 credits)
Entry Point – Semester 1 or 2

Subject Description
In Workplace Practices, students develop knowledge, skills and understanding of the nature, type, and structure of the workplace. They learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices and local, national, and global issues in an industry and workplace context. Students can undertake learning in the workplace and develop and reflect on their capabilities, interests, and aspirations. This subject may include the undertaking of Vocational Education and Training (VET) as provided under the Australian Qualifications Framework (AQF).

Content
Students who enrol in this subject will study the following:

• Future trends in the world of work
• Workers’ rights and responsibilities
• The value of unpaid work to society
• Career planning
• Negotiated topics
• External work placement
• External vocational training

Evidence of Learning
At Stage 1 assessment is school-based. During a teaching, learning and assessment program the teacher makes decisions about the quality of evidence of student learning against the performance standards. At the end of the program the teacher uses the performance standards to make an on-balance decision about the quality and standard of a student’s set of evidence of learning. Provided they are mapped against the assessment design criteria and performance standards, any evidence used to identify attainment of VET units of competency may also be used as evidence of learning for the SACE. Students have the opportunity to demonstrate evidence of their learning in Stage 1 Workplace Practices through the following three assessment types:

• Assessment Type 1: Folio
• Assessment Type 2: Performance
• Assessment Type 3: Reflection

Other Information
The study of Stage 1 Workplace Practices provides a solid foundation for the study of Stage 2 Workplace Practices. This subject compliments an undertaking of VET within a student’s pattern of learning.