2021 Year 10 Curriculum Handbook - Marryatville High School · 2020. 8. 21. · Year Level Overviews Introduction This curriculum guide provides information regarding the broad range

2021

Year 10

Curriculum

Handbook

Year Level Overviews

Introduction This curriculum guide provides information regarding the broad range of programs offered at Marryatville High

School and specific course descriptions of subjects within these programs. It is designed to provide students

the important information needed to make informed decisions about potential and preferred pathways for

schooling and future pathways and careers.

At Marryatville High School, we strive to provide all students the capabilities required to be active global

citizens. Students are encouraged to learn, think creatively, critically and independently and to continue to

aim for personal achievements in a student-centred learning environment.

Subject Selection and Course Counselling Process

Students will receive information regarding the subject selection process during Term 3. Students will have the

opportunity to gain advice on potential pathways and study options with Parents, Homegroup teachers,

Learning Area Leaders, Year Level Leaders, Subject Specific Staff and Course Counsellors. Engaging in

conversations with as many people as possible is crucial to ensure the correct course is selected in the subject

selection process.

Students currently in Year 10 and 11 will receive Subject Recommendations based on current achievements in

subject areas. These recommendations are taken into consideration within the counselling process and staff

will encourage students to select subjects based on future pathway as well as successful completion of the

subject.

Please note that recommendations are:

• To be used as a guide for student subject choice • Indicate that a student is capable of success in that subject area • Not a “should do” that subject • Students should be discouraged from choosing against recommendations. • Please note on the selection form or in your HG folder (comments section) if a student chooses against recommendations • Subjects without recommendations = will accept any students

Parents and Caregivers of students in Year 10 and 11 will be invited to a Course Counselling meeting where

Course Counselling staff will complete the selection process with students and parents/caregivers. During this

meeting every attempt will be made to meet the needs of the student with specific reference to subject

recommendations.

Recommendations to all Students

Before selecting a subject or course there are a number of important steps to consider:

• Possible future pathways based on current levels of performance, as well as ambitions and capabilities. • Success with, and enjoyment of current subjects. • Plans and goals for the future and subjects required to achieve these goals. • Requirements of university, TAFE enrolment or employment.

Subject Availability

Every effort will be made to place students into the subjects of their choice. However, the availability of

subjects offered will be dependent on the number of students selecting the subject and staff availability.

Students will be supported in selecting an alternative subject if needed.

Course re-counselling will occur in Term 4 for any student who may need to refine their selections as a result of

the timetabling process or pathway changes. Once the timetable has been set, very little space is available to

students wanting to change subjects in Term 1.

Contents Year Level Overviews ............................................................................................................................................ 2

Introduction ...................................................................................................................................................... 2

Subject Selection and Course Counselling Process .......................................................................................... 2

Year 10 Curriculum ............................................................................................................................................... 5

The Arts ............................................................................................................................................................... 11

Dance .............................................................................................................................................................. 12

Drama ............................................................................................................................................................. 13

Media Arts ...................................................................................................................................................... 14

Visual Arts ....................................................................................................................................................... 15

Year 10 Dance ................................................................................................................................................. 16

Year 10 Drama A ............................................................................................................................................. 17

Year 10 Drama B ............................................................................................................................................. 18

Year 10 Photography and Filmmaking ............................................................................................................ 19

Year 10 Theatre Technology ........................................................................................................................... 20

Year 10 Visual Arts 2D..................................................................................................................................... 21

Year 10 Visual Arts 3D..................................................................................................................................... 22

Year 10 Visual Arts - Design B ......................................................................................................................... 23

Year 10 Visual Arts-Design A ........................................................................................................................... 24

Co-Curricular Program ........................................................................................................................................ 25

English and EAL ................................................................................................................................................... 27

Year 10 English as an Alternative Language or Dialect ................................................................................... 29

Year 10 English ................................................................................................................................................ 30

Year 10 Elective Gen Z Journalism .................................................................................................................. 31

Flexible Learning Options ................................................................................................................................... 32

Humanities and Social Sciences .......................................................................................................................... 35

Geography ...................................................................................................................................................... 36

History ............................................................................................................................................................ 37

Year 10 Big Ideas ............................................................................................................................................. 38

Year 10 Economics and Business .................................................................................................................... 39

Year 10 Geography ......................................................................................................................................... 40

Year 10 Modern History ................................................................................................................................. 41

Year 10 History ............................................................................................................................................... 42

Year 10 Humanities ......................................................................................................................................... 43

Year 10 International Studies ......................................................................................................................... 44

Health & Physical Education ............................................................................................................................... 45

Year 10 Health and Physical Education .......................................................................................................... 46

Year 10 Health ................................................................................................................................................ 47

Year 10 Girls Physical Education – Wellbeing and Recreation ....................................................................... 48

Year 10 Specialist PE ....................................................................................................................................... 49

Year 10 Sports Studies .................................................................................................................................... 50

Yearr 10 Boy’s PE / Skills for Life..................................................................................................................... 51

International Programs ....................................................................................................................................... 52

Year 10 International Studies ......................................................................................................................... 53

Intensive Secondary English Course (ISEC) ......................................................................................................... 54

Languages ........................................................................................................................................................... 56

Year 10 Chinese .............................................................................................................................................. 57

Year 10 French - Continuers ........................................................................................................................... 58

Year 10 Japanese ............................................................................................................................................ 59

Mathematics ....................................................................................................................................................... 60

Year 10 General Mathematics ........................................................................................................................ 61

Year 10 Mathematical Methods ..................................................................................................................... 62

Year 9/10 Numeracy ....................................................................................................................................... 63

Music .................................................................................................................................................................. 64

Special Interest Music ..................................................................................................................................... 65

Year 10 Elective Music A ................................................................................................................................. 67

Year 10 Elective Music B ................................................................................................................................. 68

Year 10 Special Music ..................................................................................................................................... 69

Personal Learning Plan ....................................................................................................................................... 70

Stage 1 Personal Learning Plan ....................................................................................................................... 70

Science ................................................................................................................................................................ 71

Year 10 Science ............................................................................................................................................... 72

Technologies ....................................................................................................................................................... 73

Engineering Solutions (CAD) ........................................................................................................................... 75

Cafe Culture .................................................................................................................................................... 76

Catering and Event Management ................................................................................................................... 77

Child Studies ................................................................................................................................................... 78

Fashion Design ................................................................................................................................................ 79

Future Submarine Program ............................................................................................................................ 80

Information Processing and Publishing .......................................................................................................... 81

Jewellery Design & Entrepreneurialism.......................................................................................................... 82

Nutrition in the Kitchen .................................................................................................................................. 83

Robot Wars ..................................................................................................................................................... 84

SMART Technologies ...................................................................................................................................... 85

Wooden Furniture Design .............................................................................................................................. 86

Special Tennis Program ...................................................................................................................................... 87

Special Interest Tennis .................................................................................................................................... 88

Year 10 Tennis ................................................................................................................................................ 90

VET ...................................................................................................................................................................... 91

East Adelaide Secondary Vocation Alliance ................................................................................................... 91

Cross-Disciplinary/Innovation ............................................................................................................................ 92

Community Challenge .................................................................................................................................... 93

Wellbeing Leadership Support Group ............................................................................................................ 94

Integrated Learning – STEM Innovation Experience ...................................................................................... 95

Sustainability .................................................................................................................................................. 96

Year 10 Curriculum The subjects offered in Year 10 are grouped within the learning areas of the Australian Curriculum.

Students undertake a common curriculum depending on the student’s enrolment in either Special Interest

Music or Tennis.

The curriculum allows students to access a greater range of subjects as they progress from Year 8 to 10.

Students complete the Personal Learning Plan (PLP) during Year 10 which is the start of the SACE for these

students. All students must complete the PLP at a minimum ‘C’ standard to be able to receive SACE credits and

be eligible to obtain their SACE at the completion of Year 12.

The following table indicates the subjects offered for courses studied at Year 10 Students need to accumulate a

total of 14 semesters to be enrolled as a full time student. Students who undertake Special Interest Tennis,

Special Interest Music or the Elective Music have specific subjects aligned to this area of study and as a result

elective choices are less in number.

Year 10 Curriculum Year 10

Mainstream Tennis Elective Music Special Music

COMPULSORY

English

• English OR

• English as an Additional Language or Dialect

2 2 2 2

Mathematics

• Mathematics (General/Methods) OR

• Numeracy (Invitation Only)

2 2 2 2

Science 2 2 2 2

Humanities & Social Sciences

• History Choose a second subject from:

• Humanities

• Geography

• History Extra

• Economics & Business

• International Studies

1

1

1

1

1

1

1

The Arts

• Elective Music A & B 2

• Special Music 4

Health and Physical Education

• Health and Physical Education A 1 1 1 1

• Tennis 2

Total 9 11 11 12

CHOICE

Art & Design

• Visual Arts 2D or Visual Arts 3D

• Visual Arts Design A or B

• Drama A or B

• Photography and Film making

• Theatre Technology Technologies

• Child Studies

• Jewellery Business & Entrepreneurship

• Metalwork - Future Submarine Program

• Materials Technologies - Wooden Furniture Design

• Materials Technologies - Electronics

• Engineering Solutions (CAD)

• Robot Wars

• Nutrition in the Kitchen

• Café Culture

• Catering & Event Management

• Textile Technologies

• Information Processing & Publishing

• Smart Technologies (9-11) English

• Gen Z Journalism Health and Physical Education

• Health

• Girls PE, Wellbeing and Recreational Activities

• Specialist Physical Education

• Sports Studies

• Outdoor Education

• Touch Football

• Boys PE/Life skills Humanities and Social Sciences

• Humanities

• Geography



• Big Ideas

• History Extra Languages (full year)

• French

• Chinese or Chinese Background Speakers

• Japanese Cross Curriculum Innovation

• Community Challenge (9-11)

• STEMIE Competition (9-11)

• Sustainability (9-11)

5

3 3 2

MARRYATVILLE HIGH SCHOOL YR 10 MAINSTREAM SUBJECT SELECTION 2021

Family Name: ......................................................... Given Name: ........................................... 2020 HG: .............

COMPULSORY SUBJECTS (9)

Learning Area / Subject Name My Selections

English (Select 1)

• English OR


Mathematics (Select 1)

• General Mathematics OR

• Mathematical Methods OR


Science (Select 1)

• Science


• History A (Select 1)

• Humanities

• Geography

• History Extra



• Big Ideas

History A

Health and Physical Education Health & Physical Education

Choose an additional 5 subjects from the following. Please note Languages counts as two selections.

HASS subject selection from above cannot be selected below.

Choose a replacement subject (will be used in the event of a clash)

CHOICE SUBJECTS (5)


Art & Design



• Drama A or B



• Child Studies



• Materials Technologies - Wooden

• Furniture Design


• Robot Wars


• Café Culture


• Fashion Design


• Smart Technologies English

• Gen Z Journalism


• Health



• Sports Studies


• Touch Football


• Humanities

• Geography



• Big Ideas

• History Extra Languages (full year)

• French






Choice #1

Choice #2

Choice #3

Choice #4

Choice #5

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice#2

MARRYATVILLE HIGH SCHOOL YR 10 TENNIS SUBJECT SELECTION 2021




English (Select 1)

• English OR






Science (Select 1)

• Science

Tennis SACE Tennis



• Humanities

• Geography

• Modern History


• International Studies • Big Ideas

History A





CHOICE SUBJECTS (3)

Learning Area / Subject Name My Selections Art & Design



• Drama A or B



• Child Studies






• Robot Wars


• Café Culture


• Fashion Design





• Health



• Sports Studies


• Touch Football


• Humanities

• Geography



• Big Ideas

• Modern History Languages (full year)

• French






Choice #1

Choice #2

Choice #3

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice#2

MARRYATVILLE HIGH SCHOOL YR 10 ELECTIVE MUSIC SUBJECT SELECTION 2021




English (Select 1)

• English OR






Science (Select 1)

• Science

Music Elective (Full Year) Music: Practical Performance and Digital Exploration



• Humanities

• Geography

• Modern History



• Big Ideas

History A





CHOICE SUBJECTS (3)

Learning Area / Subject Name My Selections Art & Design



• Drama A or B



• Child Studies






• Robot Wars


• Café Culture


• Fashion Design





• Health



• Sports Studies


• Touch Football


• Humanities

• Geography



• Big Ideas


• French






Choice #1

Choice #2

Choice #3

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice #2

MARRYATVILLE HIGH SCHOOL YR 10 SPECIAL MUSIC SUBJECT SELECTION 2021




English (Select 1)

• English






Science (Select 1)

• Science

Music Special Music


• History A History A




Choose a replacement subject (will be used in the event of a clash).

CHOICE SUBJECTS (2)


Art & Design



• Drama A or B



• Child Studies






• Robot Wars


• Café Culture


• Fashion Design





• Health



• Sports Studies


• Touch Football


• Humanities

• Geography



• Big Ideas


• French






Choice #1

Choice #2

REPLACEMENT SUBJECT

Reserve Choice#1 Reserve Choice#2

The Arts The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them

to reach their creative and expressive potential. The five Arts subjects in the Australian Curriculum are Dance,

Drama, Media Arts, Music, and Visual Arts. Together they provide opportunities for students to learn how to create,

design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and

experiences.

At Marryatville High School we offer five subjects of the Australian Curriculum Arts curriculum.

• Dance

• Drama

• Music

• Media Arts

• Visual Arts

Rich in tradition, the Arts play a major role in the development and expression of cultures and communities, locally,

nationally and globally. Students communicate ideas in current, traditional and emerging forms and use arts

knowledge and understanding to make sense of their world. The Australian Curriculum: The Arts values, respects and

explores the significant contributions of Aboriginal and Torres Strait Islander Peoples to Australia’s arts heritage and

contemporary arts practices through their distinctive ways of representing and communicating knowledge, traditions

and experience. In the Arts, students learn as artists and audience through the intellectual, emotional and sensory

experiences of the Arts. They acquire knowledge, skills and understanding specific to the Arts subjects and develop a

critical understanding that informs decision making and aesthetic choices. Through the Arts, students learn to

express their ideas, thoughts and opinions as they discover and interpret the world. They learn that designing,

producing and resolving their work is as essential to learning in the Arts as is creating a finished artwork. Students

develop their Arts knowledge and aesthetic understanding through a growing comprehension of the distinct and

related languages, symbols, techniques, processes and skills of the Arts subjects. Arts learning provides students with

opportunities to engage with creative industries and arts professionals.

The Arts entertain, challenge, provoke responses and enrich our knowledge of self, communities, world cultures and

histories. The Arts contribute to the development of confident and creative individuals, nurturing and challenging

active and informed citizens. Learning in the Arts is based on cognitive, affective and sensory/kinaesthetic response

to arts practices as students revisit increasingly complex content, skills and processes with developing confidence

and sophistication across their years of learning. By creating and analysing art works students develop transversal

capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and

Communication Technology, Ethical and Intercultural Understandings

This rationale is extended and complemented by specific rationales for each Arts subject.

Dance

This rationale complements and extends the rationale for The Arts learning area. Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Like all art forms, dance has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.

Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving individually and collaboratively. Students choreograph, rehearse, perform and respond as they engage with dance practice and practitioners in their own and others’ cultures and communities.

Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and expressive skills. They respond to their own and others’ dances using physical and verbal communication.

Active participation as dancers, choreographers and audiences promotes students’ wellbeing and social inclusion. Learning in and through dance enhances students’ knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity.

In making and analysing dance students develop capabilities such as Literacy, Numeracy, Critical and Creative

Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Drama

This rationale complements and extends the rationale for The Arts learning area.

Drama is the expression and exploration of personal, cultural and social worlds through role and situation that

engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they

enjoy and analyse their own and others’ stories and points of view. Like all art forms, drama has the capacity to

engage, inspire and enrich all students, excite the imagination and encourage students to reach their creative and

expressive potential.

Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively.

Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and

imagined worlds. They create, rehearse, perform and respond using the elements and conventions of drama and

emerging and existing technologies available to them. They are excited by exploring their imagination and taking

risks in storytelling through role and dramatic action.

Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and

in other times, traditions, places and cultures. In making and staging drama students develop capabilities such as

Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology,

Ethical and Intercultural Understandings.

Media Arts


Media Arts involves creating representations of the world and telling stories through communications technologies

such as television, film, video, newspapers, radio, video games, the internet and mobile media. Media Arts connects

audiences, purposes and ideas, exploring concepts and viewpoints through the creative use of materials and

technologies. Like all art forms, media arts has the capacity to engage, inspire and enrich all students, exciting the

imagination and encouraging students to reach their creative and expressive potential.

Media Arts enables students to create and communicate representations of diverse worlds and investigate the

impact and influence of media artworks on those worlds, both individually and collaboratively. As an art form

evolving in the twenty-first century, Media Arts enables students to use existing and emerging technologies as they

explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse

cultures and communications practices.

Students learn to be critically aware of ways that the media are culturally used and negotiated, and are dynamic and

central to the way they make sense of the world and of themselves. They learn to interpret, analyse and develop

media practices through their media arts making experiences. They are inspired to imagine, collaborate and take on

responsibilities in planning, designing and producing media artworks.

Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors that shape

contemporary communication through media technologies and globally networked communications. By making and

analysing Media Arts works students develop capabilities such as Literacy, Numeracy, Critical and Creative Thinking,

Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Visual Arts


Visual Arts includes the fields of art, craft and design. Learning in and through these fields, students create visual

representations that communicate, challenge and express their own and others’ ideas as artist and audience. They

develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and

expanding their understanding of their world, and other worlds. They learn about the role of the artist, craftsperson

and designer, their contribution to society, and the significance of the creative industries. Similarly with the other art

forms, the visual arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach

their creative and intellectual potential by igniting informed, imaginative and innovative thinking.

Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills to represent

meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts engages students in

a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language.

Students undertake this journey by utilising visual techniques, technologies, practices and processes. Learning in the

Visual Arts, students become increasingly confident and proficient in achieving their personal visual aesthetic and

appreciate and value that of others.

Visual Arts supports students to view the world through various lenses and contexts. They recognise the significance

of visual arts histories, theories and practices, exploring and responding to artists, craftspeople and designers and

their artworks. They apply visual arts knowledge in order to make critical judgments about their own importance as

artists and audiences. Learning in the Visual Arts helps students to develop understanding of world culture and their

responsibilities as global citizens. In making and analysing artworks students develop transversal capabilities such as

Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology,

Ethical and Intercultural Understandings.

Year 10 Dance

Subject Code: 10DAN

Length of course: Semester or Full year

Course Outline:

By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices,

form and production elements to communicate choreographic intent in dances they make, perform and view. They

evaluate the impact of dance from different cultures, places and times on Australian dance.

Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, and

production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances,

demonstrating technical and expressive skills appropriate to the genre and style as selected in collaboration with

teacher and students.

Topics Included:

Technique, Composition, Performance and Dance Perspectives. Students will also learn injury prevention and safe

dance practices. They will develop an understanding of how to manipulate movement to create sequences to

develop dance ideas based on themes and stimuli. Students perform a class piece or they are involved in a stagecraft

role. Theory tasks will involving researching Australian dance companies and reviewing performance. Students will

study the history of contemporary dance development and produce a folio that evaluates and reflects on their

practical skill development.

Assessment:

Technique

• Technique class

• Posture and alignment

• Dance injury prevention

Composition

• Group task

• Folio

Performance

• Perform in a class piece OR participate in an offstage role

Dance Perspectives

• Analyse contemporary dance development

• Review

• Research an Australian dance company

Additional Costs: Nil

Year 10 Drama A

Subject Code: 0DRAA

Length of course: Semester

Recommended Background: Satisfactory completion of Year 9 Drama.

Course Outline

By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning

and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama

practices from different cultures, places and times to evaluate drama from different viewpoints.

Students develop and sustain different roles and characters for given circumstances and intentions. They perform

devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan,

direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and

structure in directing and acting in order to engage audiences. They refine performance and expressive skills in voice

and movement to convey dramatic action.

Topics Covered:

This course further develops students’ collaborative practice and begins to hone in on individual experiences. More

complex, found texts are explored and performance skills built upon through:

• Interpreting and creating work influenced by different theatrical styles and genre- such as Commedia d’ell

arte or Verbatim Theatre

• The creation of a whole class performance for a wider audience

• The viewing and responding to work of students and others through Review Writing

Assessment:

• Class work – responding in reflection and evaluation discussions, collaborative problem solving tasks, working effectively in rehearsals

• Performance work – assessment of the final product is based on the creation and execution of the scene/role, collaboration and time management in rehearsal.

• Folio – the ability to reflect and analyse personal work and that of others work, reviewing theatre, using the correct terminology and research and investigation activities.

Additional Costs:

Costs for excursions that include tickets and transport to see live performances

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Drama.html

Year 10 Drama B

Subject Code: 0DRAB


Recommended Background: Satisfactory completion of Year 9 Drama

Course Outline




Students develop and sustain different roles and characters for given circumstances and intentions. They perform

devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan,

direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and

structure in directing and acting in order to engage audiences. They refine performance and expressive skills in voice

and movement to convey dramatic action.

Topics Covered:

This course further develops students’ collaborative practice and begins to hone in on individual experiences. More

complex, found texts are explored and performance skills built upon through:

• Interpreting and creating work influenced by different theatrical styles and genre- such as Physical theatre,

Documentary Drama or Naturalism

• The creation of a whole class performance for a wider audience

• The viewing and responding to work of students and others through Review Writing

Assessment:

• Class work – responding in reflection and evaluation discussions, collaborative problem solving tasks, working effectively in rehearsals

• Performance work – assessment of the final product is based on the creation and execution of the scene/role, collaboration and time management in rehearsal.

• Folio – the ability to reflect and analyse personal work and that of others work, reviewing theatre, using the correct terminology and research and investigation activities.

Additional Costs:

Costs for excursions that include tickets and transport to see live performances


Year 10 Photography and Filmmaking

Subject Code: 0MAR


Recommended background: Nil

Course Outline

By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in

media artworks they make, interact with and distribute. They evaluate how genre and media conventions and

technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social,

institutional and ethical issues influence the making and use of media artworks.

Students produce representations that communicate alternative points of view in media artworks for different

community and institutional contexts. They manipulate genre and media conventions and integrate and shape the

technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design,

production and distribution processes.

Topics Covered:

Analysis of media artworks from contemporary and past times

Experimentation with ideas and stories that manipulate media conventions and genres

Development and refinement of media production skills

Planning, production and distribution of media artworks, considering social, ethical and regulatory issues

Assessment:

• Analysis of media

• Individual responses - oral, written, multimodal

• Group responses – oral, written, multimodal

• Skill development in:

• Image manipulation

• Film techniques

• Media creation applications/software

• Production of:

• An individual media production

• A group media production

• Folio – evidence of planning, preparation and evaluation

• Final media production (may include: short film, animation, webpage, series of photographic images)

• Presentation to an audience, with artists’ statement

Additional Costs: Costs for excursions that include entry fees and transport.

Year 10 Theatre Technology

Subject Code: 0DRT


Recommended Background: Successful completion of Year 9 Drama

Course Outline




Students develop and sustain different offstage roles for given circumstances and intentions. They research and

develop devised and scripted drama using different forms, styles and performance spaces. They collaborate with

others to plan, direct, produce, rehearse and refine offstage roles. They select and use the elements of drama and

design and create offstage products that engage audiences. They refine design choices to convey dramatic action.

Topics covered:

• Introduction to theatre (physical areas, equipment and personnel roles)

• Construction techniques and safe work practice

• Design process and virtual theatre

• Production crew

Assessment:

• Theory - Folio of research and lecture notes on various technology applications and research for an individual

of team project. Reviews of live theatre

• Practical - Various design and technology applications resulting from workshops. All students will complete

an individual or team project during the year 11 or 12 production.


Year 10 Visual Arts 2D

Subject Code: 0ARTA


Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B

Course Outline

By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make

and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections

between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify

influences of other artists’ on their own artworks.

Students manipulate materials, techniques and processes to develop and refine techniques and processes to

represent ideas and subject matter in their artworks.

Topics Included:

Students gain an understanding of the following:

• Exploring ideas and improvising with ways to represent ideas

• Manipulating and applying the elements/concepts with intent

• Developing and refining understanding of skills and techniques

• Structuring and organising ideas into form

• Sharing artworks through display

• Analysing and reflecting upon intentions

• Responding to and interpreting artworks

With an emphasis on 2 dimensional practices, students develop their knowledge of how ideas and intentions are

communicated in and through visual arts. They build on and refine their knowledge, understanding and skills

focusing on representations, practices and viewpoints.

Assessment:

A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration of

media and experimentation, practical application, analysis and responding.

Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for

excursions and workshops, that include entry fees and transport

file:///C:/Users/nathan.burgess/Work%20Folders/000.%20Projects/02.%20Curriculum%20Handbooks/2021%20Curriculum%20Handbook/2021%20Coursebooks/Year%209%20Art%20A.htmlfile:///C:/Users/nathan.burgess/Work%20Folders/000.%20Projects/02.%20Curriculum%20Handbooks/2021%20Curriculum%20Handbook/2021%20Coursebooks/Year%209%20Art%20B.html

Year 10 Visual Arts 3D

Subject Code: 0ARTB


Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B.

Course Outline:







Topics Included:






• Sharing artworks through display


• Responding to and interpreting artworks

With an emphasis on 3 dimensional practices, students develop their knowledge of how ideas and intentions are

communicated in and through visual arts. They build on and refine their knowledge, understanding and skills

focusing on representations, practices and viewpoints.

Assessment:



Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for

excursions and workshops, that include entry fees and transport

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20A.htmlhttps://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20B.html

Year 10 Visual Arts - Design B

Subject Code: 0DESB

Length of Course: Semester

Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B

Course Outline:







Topics Included:






• Sharing design works through display


• Responding to and interpreting design works

With a focus on product and environmental design, students develop their perception of how ideas and intentions

are communicated in and through visual arts - design. They build on and refine their knowledge, understanding and

skills through design practices focusing on representations, practices and viewpoints.

Assessment:



Additional Costs:

Nil

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/.htmlYear%209%20Art%20Ahttps://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/.htmlYear%209%20Art%20B

Year 10 Visual Arts-Design A

Subject Code: 0DESA


Recommended Background: Satisfactory completion of Year 9 Visual Arts A or Year 9 Visual Arts B.

Course Outline:







Topics Included:






• Sharing design works through display


• Responding to and interpreting design works

With a focus on graphic communication and product design, students develop their perception of how ideas and

intentions are communicated in and through visual arts - design. They build on and refine their knowledge,

understanding and skills through design practices focusing on representations, practices and viewpoints.

Assessment:



Additional Costs:

Nil

https://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20A.htmlhttps://coursehub.marryatvillehs.sa.edu.au/staff/Curriculum%20Handbook/Year%209%20Art%20B.html

Co-Curricular Program

Marryatville High School has an extensive Co-curricular Program. The program includes an extensive range of

sporting and cultural activities which offer opportunities for students to develop skills in an individual and team

environment, as well as form relationships with teachers and students outside the classroom. While parental

involvement is actively encouraged, skilled coaches are also employed to develop the abilities of students in these

areas.

Marryatville High School belongs to the Sports Association of Adelaide Schools, Secondary School Sport of South

Australia and the South Australian Catholic Secondary Schools Girls’ Sports Association Inc, which organise sporting

competitions on Saturday mornings and some afternoons during the week.

Marryatville High School is an active participant in the state wide Knock Out Sport competitions throughout the

school year.

Cultural Co-Curricular Activities include

• Art Club

• Chess Club

• Debating

• Drama Productions

• Environment Club

• Singapore Drama Tour

• French Cultural Tour

• Japanese Cultural Tour

• Future Problem Solving

Sporting Co-Curricular Activities include

• Cricket

• Tennis

• Basketball

• Volleyball

• Touch Football

• Water Polo

• Softball

• Athletics

• Swimming

• Badminton

• Soccer

• Football

• Hockey

• Surfing

• Netball

• Orienteering

• Cross Country

• Triathlon

• Cycling

• Mountain Bike

• Fencing

Co-Curricular Music Ensembles

Music performance skills and instrumental expertise are developed through strong involvement by students in

ensembles. Our co-curricular ensembles are in great demand for community and concert performances. All students

at Marryatville High School are encouraged to participate. Entry into senior ensembles is by audition.

Large Ensembles

• School Orchestra

• Concert Bands I and II

• Studio Strings

• Guitar Ensembles I and II

• Choirs

• Concert Choir

• Junior Choir

• Chamber Choir

• Girls’ Choir

• Boys’ Choir

• Swing Tones

• Pops Vocal Ensemble

Other Ensembles

• Big Bands I, II and III

• Baroque Ensemble

• Recorder Ensemble

• Percussion Ensemble

• Chamber Music Groups

• Small Jazz Combos

English and EAL

The study of English and English as an Additional Language or Dialect (EALD) is central to the learning and

development of all young people living in Australia. It helps create confident communicators, imaginative thinkers

and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate

with and build relationships with others and with the world around them. The study of English helps young people

develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical,

thoughtful, informed and active members of society. In this light it is clear that the Australian Curriculum: English

plays an important part in developing the understanding, attitudes and capabilities of those who will take

responsibility for Australia’s future.

Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life

depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable

globally. The Australian Curriculum: English contributes both to nation-building and to internationalisation.

English also helps students to engage imaginatively and critically with literature to expand the scope of their

experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its

contemporary literature and its literary heritage through their distinctive ways of representing and communicating

knowledge, traditions and experience. The Australian Curriculum: English values, respects and explores this

contribution. It also emphasises Australia’s links to Asia.

At the SACE level students can choose English subjects or English as an Additional Language (EAL) subjects. To be

eligible to enrol in an EAL subject, he or she must be a student for whom English is an additional language or a dialect

(EALD), and who has had a total of:

either

• no more than 5 years of full-time schooling where the medium of instruction was English

or

• more than 5 years of full-time schooling where the medium of instruction was English, and whose knowledge

of English is restricted or the student is resident and studying in an overseas country.

For further information please read the SACE Eligibility for Enrolment Guidelines - English as an Additional Language

Subjects.

To meet SACE requirements students must successfully complete, to at least C level, two units (20 Credits) of English

or EAL or a combination of these.

https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6

Year 10 English as an Alternative Language or Dialect

Subject Code: 0EALD

Length of Course: Full year

Other Advice:

Students must come from a non English speaking background. This includes immigrants (recently arrived or long term

residents) and students born in Australia. While the course outline and the Achievement Standards are the same as for the

Year 10 English course, the specific design and teaching of this course takes into account the impact of linguistic cultural

and social factors on students’ engagement with society.

Leads to : Stage 1 English as an Additional Language (EAL) if eligibility requirements are met or Stage 1 Essential English

(EAL)

Course Outline:

By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They

explain how the choice of language features, images and vocabulary contributes to the development of individual style.

They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence

used to support them. They listen for ways features within texts can be manipulated to achieve particular effects.

Students show how the selection of language features can achieve precision and stylistic effect. They explain different

viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their

own style by experimenting with language features, stylistic devices, text structures and images.

Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class

and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding

arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling

and punctuation when creating and editing texts.

Topics Included:

This course focuses on language, literature and literacy. Students will deepen their understanding, knowledge and skills in

reading, listening, viewing, speaking and writing, with an increasing emphasis on understanding the use of literary devices

for particular audiences, purposes and contexts. Students will

• examine, explain and respond to shared and independently chosen literary texts, developing a more sophisticated

understanding of the use of literary devices for a range of purposes and audiences

• increase their understanding of a broader range of language features and the empowering nature of their

deliberate use

• create a wide range of texts, including oral, written and multimedia, articulating complex ideas and demonstrating

an emerging sense of personal style. Students will select and adapt appropriate text structures, literary devices,

language, structures and features for specific purposes and intended audiences

• complete a series of skills based Common Tasks

There is a focus on giving students the linguistic support needed to develop their written and oral English skills. Students

will extend and deliberately use an increasing range of strategies for working with and producing their own texts. Student

learning is supported through explicit modelling and construction of texts.

Assessment:

Written, oral and multi media text responses, writing not related to text, speaking and listening activities. Peer and self

assessment strategies are included, along with Common Tasks

Additional Costs:

Nil

Year 10 English

Subject Code: OENG1 Length of Course: Full year

Other Advice: Leads to Stage 1 English A OR Stage 1 Essential English -Pathways (Semester 1) OR Stage 1 English as an Additional

Language (EAL) if eligibility requirements are met.

Course Outline: By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors.

They explain how the choice of language features, images and vocabulary contributes to the development of

individual style.

They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the

evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular

effects.

Students show how the selection of language features can achieve precision and stylistic effect. They explain

different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They

develop their own style by experimenting with language features, stylistic devices, text structures and images.

Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively

to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and

expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and

accurately use spelling and punctuation when creating and editing texts.

Topics Included: This course focuses on language, literature and literacy. Students will deepen their understanding, knowledge and

skills in reading, listening, viewing, speaking and writing, with an increasing emphasis on understanding the use of

literary devices for particular audiences, purposes and contexts. Students will

• examine, explain and respond to shared and independently chosen literary texts, developing a more

sophisticated understanding of the use of literary devices for a range of purposes and audiences

• increase their understanding of a broader range of language features and the empowering nature of their

deliberate use

• create a wide range of texts, including oral, written and multimedia, articulating complex ideas and

demonstrating an emerging sense of personal style. Students will select and adapt appropriate text

structures, literary devices, language, structures and features for specific purposes and intended audiences

• complete a series of skills based Common Tasks

There is a focus on students extending and deliberately using an increasing range of strategies for working with and

producing their own texts.

Assessment: Written, oral and multi media text responses, writing not related to text, speaking and listening activities. Peer and

self assessment strategies are included, along with Common Tasks

Additional Costs: Costs for excursions that include entry fees and transport may be charged.

Year 10 Elective Gen Z Journalism

Subject Code: 0ENGJ


Other Advice:

This is an elective course offering. It is done in addition to a full year of English at Year 10. Students can choose

Journalism as a Semester elective at Year 11 level also.

Course Outline:

This elective will have a focus on real-world application of skills, problem-solving skills, writing for publication

(online, print and video) and students' interests.

Students will participate in skill –based learning which they will apply to their writing, enhancing their ability to

communicate with different audiences for a range of purposes.

Students in this Year 10 elective evaluate how text structures can be used in innovative ways . They explain how the

choices of language features, images and vocabulary contributes to the development of individual style.

They develop and justify their own interpretations of texts and how texts can be manipulated to achieve particular

effects.

Topics Included:

This course focusses on Gen Z Journalism across a range of media platforms in the modern world.

Students will

• Act like journalists and investigate issues they care about. These issues will be school based, community

based and worldwide. They will conduct interviews where possible

• Create pieces of writing ready for publication. They will learn skills needed to construct stories in different

journalistic styles and use Adobe Illustrator to publish their work

• Work both independently and in groups, building on their collaborative skills

• Have the opportunity to experience real world learning and start to explore a possible career pathway in

writing and investigating

Assessment:

Written, oral and multimodal responses and speaking and listening activities.

Peer and self assessment strategies are included.

Additional Costs:

Costs for excursions that include entry fees and transport may be charged.

Flexible Learning Options

Flexible Learning Options are designed to provide students with the flexibility in what is studied, the range of skills

that can be developed and techniques used to assess learning.

Marryatville High School’s Flexible Learning Options are contained within four broad categories:

• Vocational Education and Training (VET and ASbA)

• Stage 2 Workplace Practices

• Community Learning - Community Developed Programs or Self Directed Learning

• Additional Programs

For further information make an appointment with the Student Wellbeing Leader for Pathways.

Vocational Education and Training (VET)

Vocational Education and Training may be completed during the senior school years of Years 11 and 12.

The major benefits of these programs include:

• achievement of Industry recognised units of competency and qualifications from nationally endorsed

training packages

• credit towards the SACE

• credit for entry into further study. TAFE recognises completed units and provides credit towards further

study in the same area

• opportunities to learn in an adult environment or real work settings

• work placement provides on the job training and experience as an entry-level trainee

• assisting with decisions regarding future directions

• assisting a smooth direction and transition from school to work

• developing enterprise and employability skills

• beginning networks with employers who may offer further employment or apprenticeships

VET in the SACE

Students can gain SACE credits for the successful completion of VET qualifications, or units of competency, that make

up a qualification.

A student will earn 10 SACE credits for the successful completion of 70 nominal hours of VET, up to the maximum

number of credits allocated to each qualification.

All VET qualifications, or units of competency that make up a qualification, in the Australian Qualifications

Framework (AQF) can contribute to the completion of the SACE.

The VET Recognition Register lists the maximum and minimum number of SACE credits allocated to each

qualification. (Refer to the VET Recognition Register on the SACE Board website).

Students can gain recognition for up to 150 SACE credits at Stage 1 and Stage 2 for successfully completed VET. VET

can count for up to 20 credits of flexible learning as part of an ATAR calculation.

https://www.sace.sa.edu.au/subjects/recognised-learning/recognition-register

East Adelaide Secondary Vocational Alliance

The East Adelaide Secondary Vocational Alliance (EASVA) represents the collaborative partnership and regional

provision of Vocational Education and Training across Department for Education schools in the East of Adelaide. The

8 alliance schools and a range of training partners, compile courses that compliment student interests, school

specialisations, regional and national skill shortage areas and experiences that lead to the development of

transferable employability skills. These courses are most frequently part or full certificate II or certificate III

programs. The number of SACE credits awarded varies and therefore it is important to check the details of each

program.

For 2020 the EASVA will offer a broad range of courses across a variety of learning environments for senior students

to study. The courses involve students being out of school for one or partial day a week. By agreement EASVA

schools have made a commitment to hold programs on a Thursday where possible.

The range of courses can be found on the EASVA webpage at www.easva.sa.edu.au

Australian School Based Apprenticeships

In an Australian School Based Apprenticeship (ASBA) students are employed part time while being enrolled as a full

time school student. The student, as part of the contract of training, gains a vocational education qualification, which

is most commonly at Australian Qualification Framework (AQF) level 2 or 3. In addition, the training contributes

towards SACE completion. While ideally the student should work part time to complete the apprenticeship, in most

cases they will only work for one day per week and make up any extra hours on weekends, after school and during

school holidays. Australian School Based Apprenticeships (ASBA) are available in a variety of industry areas.

Workplace Practices

Workplace Practices suits the following students:

• those who are involved in or select VET programs and work place learning in a specific vocational area

• those who have Australian School Based Apprenticeships

• have employment

• play elite level sport

The subject requires a blend of course work and practical workplace involvement.

Community Learning

Learning that is the result of following a structured accredited Community Developed program or the result of

undertaking Self-directed community learning is considered to be Community Learning.

Self-Directed Learning

Programs or sets of activities are developed by the individual student or developed specifically for individual students

by others. Examples of these programs include undertaking an independent life skills program or a personal

enrichment program, care giving, taking leadership in the workplace or mentoring.

Community Developed Programs

Many community organisations develop and accredit their own programs. Examples of community organisations that

develop such programs are the Australian Music Examinations Board, the Duke of Edinburgh’s Award, the Royal Life

Saving Society (SA Branch), Scouts Australia and the SA Country Fire Service.

http://www.easva.sa.edu.au/

Additional Programs

For some students another option can be to study particular subjects outside the school.

South Australian Secondary School of Languages

Students can enrol into language subjects that are not offered at Marryatville High School. The SASSL charges a fee

for each subject enrolled. The family of the student must pay this. Students must enrol in SASSL independently; this

is not handled by the school, although the forms must be signed by the Languages Coordinator at Marryatville.

Students may be allowed to replace two of their selected school units. Most of these classes run in the evenings.

Marden Senior Secondary College

Students can enrol into subjects that are not offered at Marryatville High School. Marden is a high-school, like

Marryatville, so enrolling into two schools can only occur with the permission of both schools. Marden charges a fee

for each subject enrolled. The family of the student must pay this.

Students apply to enrol into Marden through our Counsellors at Marryatville. Students maybe allowed to replace one

of their selected school units.

Open Access College

Students can enrol into subjects that are not offered at Marryatville High School. The Open Access College works by

distance education. Students do not attend lessons at the College. Instead, lessons are conducted electronically via

computer or over the phone. The Open Access College charges a fee for each subject enrolled. The family of the

student must pay this. Students apply to enrol into the Open Access College through the Counsellors. Students may

be allowed to replace one of their selected school units.

Humanities and Social Sciences

Learning through Humanities and Social Sciences involves learners in developing knowledge, skills and values that

enables them to participate, in a range of ways, as ethical, active and informed citizens in a democratic society within

a global community.

Geography

Geography is a not just capital cities! Geography is a highly relevant and meaningful subject that involves exploring,

analysing and understanding the places that make up our world and how and why they change. Human geography

explores population patterns as well as health and wealth around the world. Physical geography explores the natural

environment and the relationship between people and places and how humans interact within their landscapes. We

incorporate both streams of geography to explore our world and the issues affecting it.

Geography integrates knowledge from the natural sciences, social sciences and humanities in fun and interesting

ways. Students will reflect on their relationships with and responsibilities in the world, and propose actions designed

to shape a socially just and sustainable future.

Geography uses an inquiry approach to assist students to make meaning of their world. They conduct fieldwork,

map and interpret data and use spatial technologies. Students develop a wide range of general skills and capabilities,

including information and communication technology skills, an appreciation of different perspectives, a capacity for

teamwork and an ability to think critically and creatively. These skills can be applied in everyday life and at work.

Geography is always relevant a current.

History

History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness

of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding

ourselves and others. It promotes the understanding of societies, events, movements and developments that have

shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as

well as the significant continuities that exist to the present day. History, as a discipline, has its own methods and

procedures which make it different from other ways of understanding human experience. The study of history is

based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages

thinking about human values, including present and future challenges. The process of historical inquiry develops

transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider

context; respect and explain different perspectives; develop and substantiate interpretations, and communicate

effectively.

The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in

order to equip students for the world (local, regional and global) in which they live. An understanding of world

history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the

past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value

of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political

development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and

understanding is essential for informed and active participation in Australia's diverse society.

Year 10 Big Ideas

Course description

This is a new subject for 2021. Duration: 1 Semester

Rather than focusing on specific events, this subject will have a theoretical focus on the ideas that have influenced

our societies and underpinned social, historical and political events and movements throughout history to the

present

Documents

2021 Year 10 Curriculum Handbook - Marryatville High School · 2020. 8. 21. · Year Level Overviews Introduction This curriculum guide provides information regarding the broad range