Select Page

Society and Environment

Humanities1The Humanities and Social Sciences department is concerned with how humans interact and influence the natural world. The principal areas include Geography, History, Economics, and Politics and Law.  In Lower school (years 7 – 10) this is through a core subject study area where students study all aspects of the major areas. In Upper School (years 11 and 12) students will specialise into 3 main subject areas by their own choice, these being: Geography, History, Careers and Enterprise.

Geography – Year 11

Humanities3Unit 1: Natural and Ecological Hazards
These represent potential sources of harm to human life, health, income and property, and may affect elements of the biophysical, managed and constructed elements of environments. This unit focuses on understanding how these hazards and their associated risks are perceived and managed at local, regional and global levels.

Unit 2: Global Networks and Interconnections.
This unit focuses on the process of international integration (globalisation) and is based on the reality that we live in an increasingly interconnected world. It provides students with an understanding of the economic and cultural transformations taking place in the world today, the spatial outcomes of these processes, and their political and social consequences.

Geography – Year 12

Unit 3: Global environmental change.
This unit focuses on the changing biophysical cover of the Earth’s surface, the creation of anthropogenic biomes and the resulting impacts on either global climate or biodiversity. Land cover transformations have changed both global climate and biodiversity through their interaction with atmospheric and ecological systems. Conversely, climate change and loss of biodiversity are producing further transformations in land cover. Through applying the concept of sustainability, students are given the opportunity to examine and evaluate a program designed to address the negative effect of land cover change.

Unit 4: Planning sustainable places.
Challenges exist in designing urban places to render them more productive, vibrant and sustainable. How people respond to these challenges, individually and collectively, will influence the sustainability and liveability of places into the future. While all places are subject to changes produced by economic, demographic, social, political and environmental processes, the outcomes of these processes vary depending on local responses, adaptations and planning practices.

History – Year 11

Humanities4Unit 1: Understanding the modern world.
This unit examines developments of significance in the modern era, including the ideas that inspired them and their far-reaching consequences. Students examine one development or turning point that has helped to define the modern world.
The Meiji Restoration – Japan (1853–1911)

Unit 2: Movements for change in the 20th century.
This unit examines significant movements for change in the 20th century that led to change in society, including people’s attitudes and circumstances. These movements draw on the major ideas described in Unit 1, have been connected with democratic political systems, and have been subject to political debate. Through a detailed examination of one major 20th century movement, students investigate the ways in which individuals, groups and institutions have challenged existing political structures, accepted social organisation, and prevailing economic models, to transform societies.
Nazism in Germany

History – Year 12

Unit 3: Modern nations in the 20th century.
This unit examines the characteristics of modern nations in the 20th century; the crises that confronted nations, their responses to these crises and the different paths nations have taken to fulfil their goals. Students study the characteristics of one nation. Students investigate crises that challenged the stability of government, the path of development that was taken and the social, economic and political order that was either established or maintained.
China 1935–1989 (the Long March to the Tiananmen Massacre)

Unit 4: The modern world since 1945.
This unit examines some significant and distinctive features of the modern world within the period 1945–2001 in order to build students’ understanding of the contemporary world – that is, why we are here at this point in time.
Australia’s Engagement with Asia

Careers and Enterprise – Year 11

Humanities2Unit 1
The focus of this unit is exploring work and networks. Students develop an understanding of aspects of work, such as part-time, full-time, flexi hours, volunteer work and unemployment. They learn that positive self-esteem and self-management are required to access work opportunities and acquire skills to build careers. Students learn the basic organisation and roles associated with different workplace structures, and develop awareness that employment is connected with responsibility for themself and others.

Unit 2
The focus of this unit is entry-level work readiness. Students explore the attributes and skills necessary for employment, and identify their personal strengths and interests, and the impact these have on career development opportunities and decisions.

Students examine the organisation of workplaces within a chosen industry area and learn about the rights and responsibilities of employees and employers in entry-level jobs.

Careers and Enterprise – Year 12

Unit 3
This unit focuses on adopting a proactive approach to securing and maintaining work. It involves self-management, using work search tools and techniques, developing career competencies, and accessing learning opportunities which are essential for career building. An assessment is made of the multidimensional operation and organisation of workplaces

Unit 4
This unit explores issues associated with career management, workplaces and influences and trends in times of change. Change can be analysed and the information used to inform strategies associated with self-management, career building and personal and professional learning experiences. This unit investigates the dynamic nature of the interrelationships between these strategies