Years 11 & 12

The subjects offered in Years 11 and 12 vary according to the interests and strengths of each cohort. All students must study English (either Advanced, Standard or ESL) and then choose courses, which can include:  

• Hebrew (Modern and/or Classical)
• Mathematics (all levels)
• Chemistry
• Physics
• Biology
• Modern History
• Ancient History
• Society and Culture
• Studies of Religion
• Business Studies
• Economics
• Geography
• Extension courses
• Hospitality (Food and Beverage)
• Food Technology
• Design and Technology
• Music
• Visual Arts
• Personal Development, Health and Physical Education (PDHPE)
• Chinese and Literature

The Year 11 preliminary course subjects are prerequisites for the HSC courses in those subjects. Masada advises students to study 13 or 14 units in Year 11 (two more than NESA’s minimum) and 11 or 12 units for the HSC year. In Year 11 and 12, all students also attend weekly Issues and Ethics classes.

Students are provided with alternative paths for subjects they may wish to study which fall outside of those offered.

We offer a wide range of subjects and our students continue to achieve exceptional results, demonstrating a strong commitment to the pursuit of learning and personal self-development.

What is iSTEM?

iSTEM is an interdisciplinary subject incorporating electives such as mechatronics, aerodynamics, engineering, 3D CAD/CAM, aerospace and motion modules. iSTEM presents topics to students in ways that challenge not only their understanding of these subjects but also their ability to manage projects and work in teams. This elective subject provides students with curriculum to support the most up- to- date technologies. It engages students in problem- based learning and involves them in real ‘on-the-job’ situations. This facilitates students to better engage in science, technology, engineering and mathematics and is designed to challenge and excite students with the possibilities of the future. It involves many 21st century learning opportunities and emphasises inquiry-based learning where students are encouraged to learn by doing.

Our goal at Masada College is to provide a learning environment which values:

• Integrated approaches to teaching and learning;
• Use of project and problem- based learning as well as inquiry- based learning pedagogies;
• An emphasis on enterprise skills such as complex problem solving, teamwork, communication, negotiation and creativity;
• More connected real-world learning, including industry contextualisation;
• Team teaching and research- based approaches to teaching and learning.

Relevance to further study
The importance of STEM disciplines for the future economic and social well-being of Australia cannot be underestimated. International research indicates that 75 percent of the fastest growing occupations require STEM skills and knowledge. In the USA, STEM employment grew three times more than non-STEM employment over the past twelve years and is expected to grow twice as fast by 2018.

The importance of STEM subjects to Australia is indisputable. Future employment opportunities for our students will be enhanced with STEM based knowledge. In 2012, Ian Chubb, Chief Scientist of Australia triggered a major focus on the decline of interest in STEM studies across the nation and its potential impact on our future. To this end we are excited to be able to offer this opportunity to our students.

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