Senior Learning Community

Senior Learning Community Learning Opportunities

Year 10 in 2021

HILLCREST CHRISTIAN COLLEGE

21 Bridgman Drive Reedy Creek Q 4227 | PO Box 2503 Burleigh BC Q 4220 P. 07 5593 4226 | F. 07 5593 4227

www.hillcrest.qld.edu.au | [email protected] ACN 010381334 ABN 68 947 459 366 CRICOS 01043C

Hillcrest Christian College is an interdenominational ministry of Reedy Creek Baptist Church and is operated by Hillcrest Christian College Ltd

http://www.hillcrest.qld.edu.au/

mailto:[email protected]

Hillcrest Christian College – Senior Learning Community Learning Opportunities Page 1

Foreword

The framework on which the Hillcrest Christian College curriculum in Years P to 10 is based on the Australian Curriculum. Students complete their mandatory studies of the Australian Curriculum in Term 3 of Year 10 then transition to the Queensland Certificate of Education for their final years of schooling in Term 4. The curriculum supports students in learning about themselves and their world and assists in the development of literacy and numeracy outcomes. It is also designed to develop students’ technology, information and communication skills. Gospel values and a Christian worldview underpin the curriculum studied.

To assist students in planning their courses, we offer support to ensure that each child can develop a learning plan that will maximize the opportunity for them to achieve their goals and dreams through their learning experiences. This commences in the later part of Year 9 and continues with each student through to the completion of their studies at the end of Year 12.

In Term 4 of Year 10 we welcome students into the final phase of their learning. We aim to provide each student the opportunity to succeed in their chosen pathway. Not only do we provide a wide range of subject choices, we have secured partnerships with Bond University, Griffith University, QUT and Southern Cross University where we can offer first year subjects as part of the senior years of study. This will provide students with the unique ability to be able to complete their formal years of education at Hillcrest Christian College while still obtaining an additional certificate or diploma.

I would ask you to take the time to talk through the various aspects while making the very important decision of subject selections and course placements. My advice is to attempt to choose, where possible, a balanced selection of subjects.

Do not hesitate to contact Peter Fernance, Nicole Graham, Joelle McCully, Heads of Faculty, subject teachers or myself if you have any questions regarding your son or daughter’s subject selections.

HEAD OF SENIOR LEARNING COMMUNITY

Hillcrest Christian College


Table of Contents Pathways in Years 10 to 12 3 Queensland Certificate of Education (QCE) 5 Australian Tertiary Admission Rank (ATAR) eligibility 5 Senior subjects 6 Vocational education and training (VET) 7 Prerequisites and Assumed Knowledge _____ _8 NCAA Academic Requirements _9 Year 10 Australian Curriculum Subjects Core English 11 History _______________________________________________13 Mathematics 15 Science 17 Electives French 19 Mathematics Specialist 21 Economics and Business 23 Geography 25 Civics and Citizenship 27 Modern History 29 Health & Physical Education 31 Design and Technologies (Materials) 33 Design and Technologies (Engineering) 35 Design and Technologies (Food) _____ 37 Digital Technologies 39 Dance ______ 41 Drama _____ 43 Media Arts __ 45 Music 47 Visual Art 49


Pathways in Years 10 to 12 Navigating through the ATAR, QCE, external examinations, university entrance, TAFE admission and entry into apprenticeships and the workforce can be complex. There are decisions that need to be made that can influence and impact your progress towards your post school pathway. At Hillcrest Christian College, we have a Pathways Team to guide you through these processes. In addition to this support, we will provide any specific information that students, parents or carers may seek to help the transition to the new system.

Where do I start?

In starting to look at potential pathways to the completion of year 12 students should:

• Attend and engage in the Hillcrest subject information evening. • Engage in the Career Education lessons where they read about and discuss possible

pathways. • Develop their Personal Pathways Plan document. • Select a suite of subjects that:

o The student enjoys. o The student believes that they can perform well in. o Are prerequisites for further studies.

• Attend a Personal Pathways Plan meeting with a member of the Hillcrest Christian College staff.

How are the subjects organised?

The following table indicates the pattern of study for each subject.

Term Year 10 Year 11 Year 12

Term 1 Australian

Curriculum Unit 1 Unit 3

Term 2

Australian Curriculum

Unit 2 Unit 4

Term 3

Australian Curriculum

Unit 2 Unit 4

Term

4

Unit 1

Unit 3

Week 1 to 3 Preparation for exams

Week 4 to 6 External exams

Week 7 Graduation

What does my school pathway look like?

Student in years 11 and 12 are required to study six (6) options. It is recommended that all students in year 10 start with seven (7) Australian Curriculum subjects. Upon completion of the Australian curriculum students will usually continue with similar, QCE subjects as outlined in the subject pathway into Year 11. This is illustrated in the table on the following page.

Depending on the individual students pathway, students may also choose at the end of Term 3, to conclude a subject and commence a School Based Traineeship, School Based Apprenticeship or a Vocational Education and Training qualification (up to Certificate III) or enrol in a different subject. At the end of Unit 2, a student may choose to conclude a subject and enrol in an Extension Subject or University subject. The aspiration is for all students to graduate with a Queensland Certificate of Education (QCE).


Pathways in Years 10 to 12

What does my school pathway look like? All students in year 10 are required to study seven (7) subjects until they complete the Australian Curriculum. These include five 40 minute lessons per week for the core subjects of Australian Curriculum English, Mathematics, and Science. Students also study Australian Curriculum History as a core subject for two 40 minute lessons per week. Year 10 students can select three Australian Curriculum Elective subjects and will participate in Sport on a Thursday afternoon. Students will also be required to attend Life Group, Assembly and Gathering.

Year 10 Curriculum Subject 40 minute lessons per week

English 5 Mathematics 5 Science 5 History 2 Elective 1 5 Elective 2 5 Elective 3 5 Sport 3

Subject pathways from year 10 Australian Curriculum to QCE Curriculum options: Term Year 10 Australian Curriculum Subject Term QCE Curriculum Subject Options 1, 2, 3 English 4 General English 1, 2, 3 English 4 Essential English 1, 2, 3 English 4 English as an Additional Language 1, 2, 3 English 4 Literature

1, 2 French 4 French 2, 3 Mathematics (Modified) 4 Essential Mathematics

1, 2, 3 Mathematics 4 General Mathematics 2, 3 Mathematics + 4 Mathematical Methods

1, 2, 3 Mathematics Specialist 4 Specialist Mathematics 1, 2, 3 Science 4 Biology 1, 2, 3 Science 4 Chemistry 1, 2, 3 Science 4 Physics 1, 2, 3 Science 4 Earth and Environmental Science 1, 2, 3 Science 4 Psychology 1, 2, 3 Health and Physical Education 4 Sport and Recreation 1, 2, 3 Health and Physical Education 4 Health and Physical Education 1, 2, 3 Civics and Citizenship 4 Legal Studies 1, 2, 3 Geography 4 Geography 1, 2, 3 History 4 Modern History 1, 2, 3 Economics and Business 4 Business 1, 2, 3 Economics and Business 4 Accounting 1, 2, 3 Digital Technology 4 Information Communication and Technology 1, 2, 3 Design Technology – Materials specialisation 4 Design 1, 2, 3 Design Technology – Materials specialisation 4 Industrial Technology Skills 1, 2, 3 Design Technology – Engineering principles and systems 4 Engineering 1, 2, 3 Design Technology – Food specialisation 4 Hospitality Practices 1, 2, 3 Media Arts 4 Film, TV and New Media 1, 2, 3 Visual Art 4 Visual Art 1, 2, 3 Music 4 Music 1, 2, 3 Drama 4 Drama 1, 2, 3 Dance 4 Dance


Queensland Certificate of Education (QCE) Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. The aspiration is for 100% of Hillcrest Christian College graduates to receive a QCE when they graduate. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued.

How is the Queensland Certificate of Education calculated? Students must complete a:

Queensland Certificate of Individual Achievement (QCIA) The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling.

Australian Tertiary Admission Rank (ATAR) eligibility Australian Tertiary Admission Rank (ATAR) is calculated by the Queensland Tertiary Admissions Centre (QTAC) based on a student’s:

• best five General subject results or

• best results in a combination of four General subject results plus an Applied subject result or a Certificate III or higher VET qualification.

English requirement Eligibility for an ATAR will require satisfactory completion of a QCAA English subject. These include: English, Essential English, Literature, English and Literature Extension or English as an Additional Language.

While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR.

Do I need to get an ATAR?

ATAR is the usual path for University entry. Some students consciously choose not to get an ATAR based upon their future career pathway.


Senior subjects The QCAA develops four types of senior subject syllabuses — General, Applied, Senior External Examinations and Short Courses. Results in General and Applied subjects contribute to the award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although no more than one result in an Applied subject can be used in the calculation of a student’s ATAR.

Extension subjects are extensions of the related General subjects and are studied either concurrently with, or after, Units 3 and 4 of the General course.

Typically, it is expected that most students will complete these courses across Years 11 and 12. All subjects build on the P–10 Australian Curriculum.

General syllabuses General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work. General subjects include Extension subjects.

Applied syllabuses Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.

Senior External Examination The Senior External Examination consists of individual subject examinations provided across Queensland in October and November each year by the QCAA.

Short Courses Short Courses are developed to meet a specific curriculum need and are suited to students who are interested in pathways beyond senior secondary schooling that lead to vocational education and training and establish a basis for further education and employment. They are informed by, and articulate closely with, the requirements of the Australian Core Skills Framework (ACSF). A grade of C in Short Courses aligns with the requirements for ACSF Level 3.

For more information about the ACSF see: https://www.education.gov.au/australian-core-skills- framework.

http://www.education.gov.au/australian-core-skills-


Vocational education and training (VET) Students can access VET programs through the school if it:

• is a registered training organisation (RTO)

• has a third-party arrangement with an external provider who is an RTO

• offers opportunities for students to undertake school-based apprenticeships or traineeships.

Vocational education and training (VET) enables students to gain qualifications for employment and for work. At Hillcrest Christian College, the educational component of VET is delivered by our partnering Registered Training Organisers (RTOs). Trainers from our preferred RTOs ensure that students are competent in the knowledge component of the qualification they have chosen to study. Students are also required to be competent in the skill component in their chosen course of study. VET can lead to further education and training combined with 4 General Subjects to meet the requirements for obtaining an ATAR if the qualification is at Certificate III level or greater.

School based Traineeships (SBT) and School based Apprenticeships (SBA) are a means for students to gain qualifications whilst completing their secondary studies. We encourage students and parent to discuss these opportunities with Careers & Pathways staff before applying, to ensure they fully understand the commitment.

Opportunities in VET courses, SBTs and SBAs include, but are not limited to:

• Certificate III Christian Ministry and Theology

• Diploma of Business

• Certificate III Business

• Certificate III Retail

• Certificate III Early Childhood Education & Care

• Certificate III Fitness/ Certificate II Sport & Recreation

• Certificate II Hospitality / Certificate II Tourism


Prerequisites and Assumed Knowledge

Subject Prerequisite Knowledge Assumed Knowledge

English C in Year 10 English Australian Standard English English as an Additional

Language English must be second language

at home Australian Standard English

Literature B in Year 10 English Australian Standard English English and Literature Extension

(Unit 3 and Unit 4) A in Units 1 and 2 English or

Literature Must be completing Unit 3

and 4 of English or Literature

Essential English (Applied) - - French - C in Year 10 French

General Mathematics C in Year 10 Mathematics C in Year 10 Mathematics Mathematics Methods B in Year 10 Mathematics B in Year 10 Mathematics Specialist Mathematics B in Year 10 Mathematics

C in Year 10 Mathematics Specialist

B in Year 10 Mathematics C in Year 10 Mathematics Specialist

Essential Mathematics (Applied) - -

Biology B in Year 10 Science C+ in Year 10 English

B in Year 10 Science C+ in Year 10 English C+ in Year 10 Mathematics

Chemistry B in Year 10 Science C+ in Year 10 English B in Year 10 Mathematics

B in Year 10 Science C+ in Year 10 English B in Year 10 Mathematics

Earth and Environmental Science



Physics B in Year 10 Science C+ in Year 10 English B in Year 10 Mathematics

B in Year 10 Science C+ in Year 10 English B in Year 10 Mathematics

Physical Education C in Year 10 English - Sport and Recreation (Applied) - -

Accounting - C in Year 10 English C in Year 10 Mathematics

Business - C in Year 10 English Geography - C in Year 10 English Legal Studies C+ in Year 10 English Modern History C+ in Year 10 HASS

C+ in Year 10 English -

Psychology C in Year 10 Science C+ in Year 10 English

-

Design - - Engineering C in Year 10 Mathematics - Film, TV and New Media - C in Year 10 English Hospitality Practices (Applied) - - Industrial Technology Skills

(Applied) - -

Information and Communication Technologies (Applied)

- -

Dance - C in Junior Dance Drama - C in Junior Drama Music Must sing or play an instrument C in Junior Music Music Extension – Composition Music Extension – Musicology Music Extension – Performance

(Unit 3 and Unit 4)

Must study Music in Year 11 and 12.

Minimum B standard in Year 11 Music.

-

Visual Art - C in Junior Visual Art


NCAA Academic Requirements For any student athlete contemplating an athletic scholarship to a USA university, there are strict academic requirements that must be met. To be eligible for a scholarship the NCAA and the NAIA have the following academic requirements.

NCAA DIVISION 1 16 Core Courses

• 4 years of English • 3 years of

Mathematics • 2 years of Natural /

Physical Science (1 year of lab if offered by high school)

• 1 year of additional English, Mathematics or Natural / Physical Science

• 2 years Social Science • 4 years of additional

courses (from any above, foreign language)

NCAA DIVISION 2 16 Core Courses

• 3years of English • 2 years of Mathematics • 2 years of Natural /

Physical Science (1 year of lab if offered by high school)

• 3 years of additional English, Mathematics or Natural / Physical Science

• 2 years Social Science • 4 years of additional

courses (from any above, foreign language)

NAIA Highschool graduation, plus two out of three of these requirements • Achieve a minimum

overall high school GPA of 2.0 on a 4.0 scale.

• Graduate in the top half of your high school class.

• Achieve the NAIA's minimum test score requirement: • 18 composite

score on the ACT • 860 on the SAT

(Evidence-Based Reading and Writing & Math)

Latest information provided indicates that for initial eligibility the NCAA simply considers the GPA from the relevant student's final Year 12 results, rather than taking the GPA from all four years (Years 9 through 12). This is contingent on the student still completing the required 16 NCAA Core Course. Therefore, as long as this is completed, and the GPA for the final year 12 results equate to a 2.3 or greater, this can be the only consideration. Further, if the Year 12 final results GPA is less than 2.3, the NCAA may then only consider the 'full' (Years 9-12) GPA if the student has completed a 'USA' course. This has implications for our students.

For students at Hillcrest Christian College the following subject program must be used to select subjects across Years 9 to 12 to provide every opportunity to be NCAA eligible. The first priority in subject selection must be to ensure that the student athlete has the required number of course (subject) credits to be eligible for NCAA participation.

JUNIOR / COMMUNITY COLLEGE Successful graduation of Year 12 -QCE Certificate


Year 9 Year 10 Year 11 Year 12 English English English

Literature English Literature English Extension

Mathematics Mathematics General Mathematics

Mathematics Methods

Specialist Mathematics

General Mathematics

Mathematics Methods

Specialist Mathematics

Science Science Biology Chemistry Earth &

Environmental Science

Physics

Biology Chemistry Earth &

Environmental Science

Physics History History Modern History

Legal Studies Psychology

Modern History Legal Studies Psychology

French French French French

Core Courses (Subjects)

This simple formula will help you meet Division I and II core-course requirements. 4x4=16

4 English courses (one per year) + 4 math courses (one per year) + 4 science courses (one per year) + 4 social science courses (one per year)= 16 NCAA CORE COURSES

Grade Point Average (GPA)

As well as requiring a minimum number of course credits (subjects) over Years 9 - 12, the NCAA also requires a minimum GPA to be eligible. For NCAA Division 1 it is 2.3 GPA, and for NCAA Division 2 it is 2.2 GPA. The NAIA requires a minimum 2.0 GPA. For each subject the allocated grade is converted into a number; A=4, B= 3, C= 2, D=l. (Note; the NCAA does not recognize + or - parts of grades). The maximum GPA is 4.0, and is calculated by taking the total score of all subjects and dividing it by the number of subjects taken.

Caveat

The information and advice given in the document is constantly reviewed and updated based on the most recent and accurate advice obtained for the NCAA, NAIA and NJCAA. It is, however, general information. Each student must be taken on an individual basis, as individual colleges/universities have their own processes, expectations and strategies to address academic eligibility of potential athletes. The information provided in no way provides guaranteed academic eligibility for student athletes aspiring to attend a US college/university.

It is recommended that students wanting to follow the NCAA pathway should register with the NCAA and maintain contact to check their eligibility.


English

The study of English is integral to the development of all young Australians. Across the Australian Curriculum: English, students explore diverse literature and text types that is both classic and contemporary; from Australia (including the perspectives of Aboriginal and Torres Strait Islander peoples), Asia and beyond. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them. Additionally, students acquire, develop, and refine their skills in grammar, punctuation, spelling, vocabulary, reading, comprehension, and visual literacy.

The Year 10 curriculum develops student understanding of creating written and spoken responses for public audiences in both persuasive and imaginative contexts. Through in-depth studies of a variety of text types, students develop literacy and communication. Additionally, students extend their analytical skills and understanding of text structures and language features.

English is organised into three interrelated strands. Together the three strands focus on developing learners’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are: ● Language: knowing about the English language ● Literature: understanding, appreciating, responding to, analysing and creating literature ● Literacy: expanding the repertoire of English usage.

Content descriptions in each strand are grouped into sub-strands that, present a sequence of development of knowledge, skills and understandings. The sub-strands are: ● Language: language variation and change, language for interaction, text structure and organisation, expressing and developing ideas, (sound and letter knowledge - F-2). ● Literature: literature and context, responding to literature, examining literature, creating literature ● Literacy: texts in context, interacting with others, interpreting, analysing and evaluating, creating texts

Pathways This subject prepares students for the required senior English subjects that begin in Term 4 of Year 10.

A course of study in English promotes open- mindedness, confident communication, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

Year 10 Core

Subject


Structure Year 10

Term Term 1 Term 2 Term 3

Youth and Society Creating written responses for a public audience and persuasive spoken texts

Isolation Creating imaginative written texts

Our Moral Compass Creating written analytical texts

Assessment In Year 10 students will complete a variety of written and spoken assessment. This includes; persuasive, expository and imaginative texts such as speech, articles, and written examinations.


History

History promotes an understanding of societies, events, movements and developments that have shaped humanity. It develops knowledge, understanding and appreciation of the past and forces that shape societies. In the units of study, students explore who we are, who came before us and traditions and values that have shaped societies. A study of Year 10 History covers the modern world and Australia from 1918 to the present.

Pathways A course of study in History can establish a basis for further education and employment.

Students gain a range of transferable skills that will help them become empathetic and critically-literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.

Objectives By the conclusion of the course of study, students will:

• develop and justify their own interpretations about the past

• analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions

• analyse sources to identify motivations, values and attitudes

• evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context

• use historical terms and concepts, evidence identified in sources, and they reference these sources

Year 10

Core Subject


Structure Year 10

Term 1 Term 2

Term 3 Term 4

Unit: World War 2 Origins (1939-45) Overview of the causes and course of World War 2

Unit: WW2 Focus on significant events including the Holocaust and the use of the atomic bomb

Unit: Rights and freedoms (1945-present) Civil Rights Movement: USA and Indigenous Australians Focus on discrimination and activism such as the Freedom Rides

Unit: Popular culture

(1945-present) The nature of popular culture in Australia at the end of World War II, including music, film and sport

Assessment In Year 10 students will complete a variety of written and spoken assessment. This includes; research investigations, multimodal presentations and written examinations.


Mathematics

Mathematics provides students with the skills to be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations both at school and in their lives outside of school. Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. A course of study in Mathematics can establish a basis for further education and employment in a variety of fields, including but not limited to natural and physical sciences, business, health and engineering.

Pathways In Term 1, all students will study the Australian Curriculum through the pathway of 10 Mathematics. In Term 2 and Term 3, students will have the opportunity to follow a pathway that directly leads to a Senior Mathematics subject in Term 4. These pathway options are;

• Mathematics (Modified) – In this pathway, students will study a modified 10 Australian Curriculum. This pathway leads to Essential Mathematics in Senior.

• Mathematics – In this pathway, students will study the 10 Australian Curriculum. This pathway leads to General Mathematics in Senior.

• Mathematics + – In this pathway, students will study the 10 Australian Curriculum, in addition to elements of the 10A Australian Curriculum.


• recognise and identify mathematical concepts and relationships

• recall and use facts, definitions, technologies and procedures to find solutions

• communicate using mathematical, statistical and everyday language and conventions

• use appropriate mathematical terminology, diagrams, conventions and symbols

• apply problem-solving approaches to investigate problems

• develop mathematical models and representations in simple familiar situations

• describe mathematical thinking and reasoning, including discussion of choices made, strategies used, proofs formulated and conclusions reached

Year 10

Core Subject


Pathways

Structure


Number and algebra Number and algebra Measurement and Geometry

Number and algebra Probability and statistics

Assessment In Year 10 students will complete examinations and a Problem Solving and Modelling Task.

Science

Year 10

Core Subject


In the Year 10 Science students explore systems at dif ferent scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical and physical evidence for different theories, such as the theories of natural selection and the Big Bang.

Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.


• describe and explain scientific concepts, theories, models and systems and their limitations

• apply understanding of scientific concepts, theories, models and systems within their limitations

• analyse evidence

• interpret evidence

• investigate phenomena

• evaluate processes, claims and conclusions

• communicate understandings, findings, arguments and conclusions.

Pathways This subject prepares students for senior Biology, Chemistry, Earth & Environmental Sciences and Physics that begin in Term 4. A course of study in Science will establish students for future studies in varied fields such as Applied Sciences, Medicine, Engineering, Environmental Science, Forensics and Pharmaceuticals.


Structure

Assessment In Year 10 students will complete a variety of assessments that include research investigations and exams. Year 10 Extension Science While every Year 10 student will study Science in Term 1, Term 2 and Term 3, students who wish to study multiple Senior Science subjects may also elect to undertake an extension Science subject in Biology, Chemistry, Earth & Environmental Sciences or Physics as an online self-paced subject within one of their lines. This extension course will allow students to undertake self-paced coursework and complete an independent research investigations and experimentation.

Pathways The Year 10 Science program prepares students for study in senior Biology, Chemistry, Earth & Environmental Sciences and Physics that begin in Term 4. A course of study in Science will establish students for future studies in varied fields such as Applied Sciences, Medicine, Engineering, Environmental Science, Forensics and Pharmaceuticals.

Term 1 Term 2 Term 3 Term 4

Unit: Science Investigation Skills and Biology

The key features of investigation skills and an introduction to DNA and genetics, geological time, natural selection and evolution

Unit: Chemistry Understanding the intricacies of the Periodic Table and then utilising that knowledge to explore chemical reactions

Unit: Physics and Forensic Science

Investigating the laws describing motion and energy. Learning the science in Crime Scene Investigation.

QCE Unit 1


French

Students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and youth-related issues. They socialise, express feelings and opinions, and use expressive and descriptive language to participate in different modes of imaginative and creative expression. They initiate conversations and discussion, and provide feedback and encouragement. They employ self-correction and repair strategies, and use non-verbal elements such as gestures, pacing and pitch to maintain momentum and engage interest. They locate and evaluate information on local and global issues from a range of perspectives and sources. They produce informative, persuasive and imaginative texts, incorporating relative clauses and adverbial phrases, using some specialised vocabulary and cohesive devices. Students use présent, passé composé, imparfait and futur proche tenses in their own texts, and the conditional tense to express intention or preference. They use with support future and plus-que-parfait tenses. Students translate and interpret a range of French and English texts, comparing versions and analysing processes. Students explain differences between spoken and written French, and identify the contribution of non-verbal elements of spoken communication and the crafted nature of written text. Additionally, they reflect on their own cultural perspectives and discuss how these are impacted by French language and culture learning.

Objectives

Understanding • identification of the contribution of non-verbal

elements of spoken communication and the crafted nature of written text

• provision of examples of the blurring of differences in modes of communication

• description of how languages change, borrow from, build upon and blend with each other

• demonstration of understanding of the power of language

• use of appropriate terminology

• reflection on their own cultural perspectives and purposeful discussion of how these are impacted by French language and culture learning

Communicating • use of language to access and exchange

information on a broad range of social, cultural and youth-related issues

• use of expressive and descriptive language • use of non-verbal elements such as gestures,

pacing and pitch to maintain momentum and engage interest

• location and considered evaluation of information on local and global issues from a range of perspectives and sources

• production of informative, persuasive and imaginative texts and incorporation of relative clauses and adverbial phrases, using some specialised vocabulary and cohesive devices

Pathways A course of study in French can establish a basis for further education and employment in many professions and industries, particularly those where the knowledge of an additional language and the intercultural understanding it encompasses could be of value, such as business, hospitality, law, science, technology, sociology and education.

Year 10 Elective Subject


Structure Year 10


Introduction to Senior French Life at home Going out and celebrating

Working and saving pocket money Past events and ideal weekends

The future of our planet Telling stories

Assessment In Year 10 students will complete a variety of written and spoken assessment such as multimodal speech, interviews, and projects.


Mathematics Specialist

Mathematics Specialist is an elective subject intended for students who require additional content to enrich and extend their mathematical study whilst completing Year 10 Mathematics. The subject is for those students intending to pursue Specialist Mathematics in the senior secondary years. A selection of topics from the 10A Australian Curriculum will be completed. Students must be studying 10+ Mathematics in Term 2 and Term 3 of Year 10 in conjunction with Mathematics Specialist.

Mathematics provides students with the skills to be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations both at school and in their lives outside of school. Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. This allows students to apply mathematics in their everyday lives, from managing their finances, planning building and design projects, reading diagrams tables and graphs, and to develop the numeracy capabilities that all students need in their personal, work and civic life. Students also develop reasoning and communication skills that assist them in all their subject areas.

Pathways A course of study in Mathematics Specialist can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics.


• recognise and identify mathematical concepts and relationships

• recall and use facts, definitions, technologies and procedures to find solutions

• communicate using mathematical, statistical and everyday language and conventions

• use appropriate mathematical terminology, diagrams, conventions and symbols

• apply problem-solving approaches to investigate problems

• develop mathematical models and representations in simple familiar situations

• describe mathematical thinking and reasoning, including discussion of choices made, strategies used, proofs formulated and conclusions reached



Pathway

Structure


Number and algebra Number and algebra Measurement and Geometry

Number and algebra Probability and statistics

Assessment In Year 10 students will complete examinations and a Problem Solving and Modelling Task.


Economics and Business

In Economics and Business students consider Australia's economic performance and standard of living. The ways governments manage economic performance to improve living standards is explored, along with the reasons why economic performance and living standards differ within and between economies. Students explore the nature of externalities and why the government intervenes to ensure that prices reflect the depletion of resources or costs to society. Students examine the consequences of decisions and the responses of business to changing economic conditions, including the way they manage their workforce.

Pathways This subject prepares students for senior Business and/or Accounting that begins in Term 4 of Year 10.

A course of study in Business can establish a basis for further education and employment in the fields of business management, business development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business information systems.

A course of study in Accounting can establish a basis for further education and employment in the fields of accounting, business, management, banking, finance, law, economics and commerce

Objectives In this course of study, students will:

• understand why and how governments manage economic performance to improve living standards.

• analyse factors that influence major consumer and financial decisions and explain the short- and long-term effects of these decisions.

• explain how businesses respond to changing economic conditions and improve productivity

• evaluate the effect of organisational and workforce management on business performance.



Structure


Unit: Australia’s economy Investigating indicators of economic performance and how Australia's economy is performing Australia’s standard of living

Unit: The consumer Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions

Unit: Managing a business The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management

Assessment In Year 10 students will complete a variety of written and spoken assessment. This includes; research investigations, mulitmodal presentations and written examinations.


Geography

Geography inspires curiosity about the diversity of the world’s places and reflecting on the interconnections between people, places and environments over time. It develops knowledge about, and respect of, places, people, cultures and environments throughout the world.

Students engage in real-world applications of geographical skills and thinking, including the collection and representation of data.

They observe, gather, organise, analyse and present data and information across a range of scales.

Pathways

This subject prepares students for senior Geography that begins in Term 4 of Year 10.

A course of study in Geography can establish a basis for further education and employment in the fields of urban and environmental design, planning and management; biological and environmental science; conservation and land management; emergency response and hazard management; oceanography, surveying, global security, economics, business, law, engineering, architecture, information technology, and science.


• use initial research to develop geographically significant questions to frame an inquiry

• evaluate a range of primary and secondary sources to select and collect geographical information and data

• explain geographical processes

• comprehend geographic patterns

• analyse geographical data and information

• synthesise information from the analysis to propose action

• evaluate findings and propose action

• communicate geographical understanding.



Structure


Unit: environmental change and management Human-induced environmental changes that challenge sustainability

Unit: Managing change in coastal and marine environments evaluating management responses to the change

Unit: Human wellbeing and change Issues affecting development of places and their impact on human wellbeing



Civics and Citizenship

In Civics and Citizenship students explore ways to shape lives, value belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. This subject fosters the development of active and informed citizens with the capacity and dispositions to participate as individuals in a globalised world. The Year 10 curriculum develops student understanding of Australia's system of government through comparison with another system of government in the Asian region. Students examine Australia's roles and responsibilities within the international context, such as its involvement with the United Nations. Students also study the purpose and work of the High Court. They investigate the values and practices that enable a democratic society to be sustained.

Pathways This subject prepares students for senior Legal Studies that begins in Term 4 of Year 10.

A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics.

Objectives In the course of study, students will:

• compare and evaluate key features and values of systems of government

• analyse the Australian Government’s global roles and responsibilities

• analyse the role of the High Court

• research and investigate Australia’s political and legal systems

• develop and present evidenced-based arguments

• evaluate ways they can be active and informed citizens in different contexts.



Structure Year 10


Unit: Government and democracy The key features and values of Australia's system of government The Australian Government's role and responsibilities at a global level

Unit: Laws and citizens The role of the High Court How Australia's international legal obligations shape Australian law

Unit: Human rights Investigation of a variety of human rights issues relevant to an Australian context



Modern History

History promotes an understanding of societies, events, movements and developments that have shaped humanity. It develops knowledge, understanding and appreciation of the past and forces that shape societies. In the units of study, students explore who we are, who came before us and traditions and values that have shaped societies.

Pathways

This subject prepares students for senior Modern History that begins in Term 4 of Year 10.

A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis.


• develop and justify their own interpretations about the past

• analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions

• analyse sources to identify motivations, values and attitudes

• evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context

• use historical terms and concepts, evidence identified in sources, and they reference these sources

Year 10 ElectiveSubject


Structure Year 10


Unit: Australia and World War 2 Australian battles (Kokoda) and prisoners of war Impact of World War 2 (home front)

Unit: Migration experiences Australian migration patterns The impact and abolition of the White Australia Policy

Unit: The environmental movement (1960s–present) The people and governments and their willingness to fight for and protect our vital natural resources for future generations

Assessment In Year 10 students will complete a variety of written assessment. This includes; examination and source investigation, historical essay.


Health & Physical Education

In the Year 10 HPE students consolidate the content covered in the Year 9 ACARA criteria and extend their learning using an inquiry approach that encompasses sports theory, practice, ethics and community awareness.

This subject prepares students for a pathway in Senior HPE or Senior Sports and Recreation.


• demonstrate leadership, fair play and cooperation across a range of movement and health contexts

• propose and evaluate interventions to improve fitness and physical activity levels in their communities

• examine the role physical activity has played historically in defining cultures and cultural identities

• apply and transfer movement concepts and strategies to new and challenging movement situations

• apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances

• work collaboratively to design and apply solutions to movement



Structure

Term 1 Term 2 Term 3 Term 4 Unit: Introduction to Physical Education Introduction to various ethical, cultural and sport topics in Physical Education integrated with a variety of sports and games

Unit: Community Learn to Plan, implement and critique strategies to enhance health, safety and wellbeing of our community integrated with a variety of sports and games

Unit: Ethics and Sport

Ethics and Integrity integrated with a variety of sports and games

QCE Unit 1

Assessment In Year 10 students will complete a variety of assessments that include practical movement and theory exams.

Pathways A course of study in 10 HPE can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.


Year 10 Design and Technologies - Materials (Materials and Technologies Specialisation Focus)

Design and Technologies enables students to become creative and responsive designers.

Design and Technologies actively engages students in creating quality designed solutions for identified needs and opportunities across a range of technologies contexts. Students manage projects independently and collaboratively from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed products, services and environments.

Materials and technologies specialisations is focused on a broad range of traditional, contemporary and emerging materials and specialist areas that typically involve extensive use of technologies. We live in and depend on the human-made environment for communication, housing, employment, medicine, recreation and transport; however, we also face increasing concerns related to sustainability. Students need to develop the confidence to make ethical and sustainable decisions about solutions and the processes used to make them. They can do this by learning about and working with materials and production processes. Students will progressively develop knowledge and understanding of the characteristics and properties of a range of materials either discretely in the development of products or through producing designed solutions for a technologies specialisation; for example, architecture, electronics, graphics technologies or fashion.

.

Pathways This subject prepares students for Design and Industrial Technology Skills that begin in Term 4. A course of study in Design and Technologies will establish students for future studies in varied fields such as Industrial Design, Trades, Interior Design, architecture, digital media design, fashion design, graphic design, landscape architecture. Objectives

During this course students will:

• investigating and defining • generating and designing • producing and implementing • evaluating • collaborating and managing.



Structure

Term 1 Term 2 Term 3 Term 4 Skateboard Decks Students design and manufacture a skateboard desk and laser cut graphic designs into the decks.

Art Deco Inspire Picture frame Students design and manufacture a unique wooden picture frame using traditional and computer-based technologies.

Lighting Design Student design a minimalist inspired lighting design using laser cut and 3D printer technology.

Assessment In Year 10 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessments

Term 1 Term 2 Term 3

internal assessment 1 • Project and Folio

internal assessment 2 Project and Folio



Year 10 Design and Technologies - Engineering (Engineering Principles and Systems Focus)



Engineering principles and systems is focused on how forces can be used to create light, sound, heat, movement, control or support in systems. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions. Students need to understand how sustainable engineered products, services and environments can be designed and produced as resources diminish. Students will progressively develop knowledge and understanding of how forces and the properties of materials affect the behaviour and performance of designed engineering solutions.

Pathways This subject prepares students for Engineering that begin in Term 4. A course of study Engineering will establish students for future studies in varied fields such as Civil Engineering, Electronic Engineering and Mechanical Engineering. Objectives




Structure

Term 1 Term 2 Term 3 Term 4 Land Speed Record Vehicles Students explore the engineering of alternative vehicles.

Water Tower Students explore civil engineering in the design of a model water tower.

Electronics and Robotics Student explore the design and coding of arduino robotics.







Internal assessment 4 • Examination


Year 10 Design and Technologies – Food (Food Specialisations Focus)



Food specialisations includes the application of nutrition principles (as described in Health and Physical Education) and knowledge about the characteristics and properties of food to food selection and preparation; and contemporary technology-related food issues. There are increasing community concerns about food issues, including the nutritional quality of food and the environmental impact of food manufacturing processes. Students need to understand the importance of a variety of foods, sound nutrition principles and food preparation skills when making food decisions to help better prepare them for their future lives. Students will progressively develop knowledge and understanding about the nature of food and food safety, and how to make informed and appropriate food preparation choices when experimenting with and preparing food in a sustainable manner.

Pathways

This subject prepares students for Hospitality that begin in Term 4. A course of study in Hospitality will establish students for future studies in varied fields such as food and beverage, catering, accommodation and entertainment.

Objectives




Structure

Term 1 Term 2 Term 3 Term 4 Event catering This unit focuses on catering for large groups of people, processes and techniques.

Commercial Kitchen Design This unit focuses on fast food and fast food kitchen layout

Commercial Kitchen Design continue








Year 10 Digital Technologies

Digital Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

• design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs

• use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions

• confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings

• apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences

• apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments.

Solutions may be developed using combinations of readily available hardware and software applications, and/or specific instructions provided through programming. Some examples of solutions are instructions for a robot, an adventure game, products featuring interactive multimedia including digital stories, animations and websites.

Pathways

This subject prepares students for Information Communication Technology that begin in Term 4. A course of study in Digital Technologies will establish students for future studies in varied fields such as Gaming Design, Animation, 3D Modelling, Website Design, App Design. Objectives




Structure

Term 1 Term 2 Term 3 Term 4 Gaming Design

3D World Design

Robotics








Dance

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. Pathways A course of study in Dance can establish a basis for further education and employment in the field of dance, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research, and science and technology.

Objectives In Dance, students:

• build on their awareness of the body and how it is used in particular dance styles

• extend their understanding and use space, time, dynamics and relationships to expand their choreographic intentions

• extend the combinations of fundamental movement skills to include dance style-specific movement skills

• extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection

• draw on dances from a range of cultures, times and locations as they experience dance

• explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region

• reflect on the development of traditional and contemporary styles of dance and how choreographers can be identified through the style of their choreography

• learn about sustainability through the arts and sustainability of practices in the arts

• explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance

• evaluate dancers’ success in expressing the choreographers’ intentions and the use of expressive skills in dances they view and perform

• understand that safe dance practices underlie all experiences in the study of dance

• perform within their own body capabilities and work safely in groups.



Structure Year 10


Introduction to Dance Moving their way How is dance created for a specific intent and style? - Choreography

Moving Narratives How is dance used as a means of expression and storytelling? - View and respond to

live Dance

Moving Narratives How is dance used as a means of expression and storytelling? - Choreograph and

perform in a dance work

Assessment In year 10, students will engage with making, responding and performing tasks across the units of study.

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, form 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.


Drama

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.

Students learn to think, move, speak and act with confidence. In making and staging drama they learn how to be focused, innovative and resourceful, and collaborate and take on responsibilities for drama presentations. 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.

Pathways A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology.

Objectives

In Drama, students:

• refine and extend their understanding and use of role, character, relationships and situation

• extend the use of voice and movement to sustain belief in character

• maintain focus and manipulate space and time, language, ideas and dramatic action

• experiment with mood and atmosphere, use devices such as contrast, juxtaposition and dramatic symbol and modify production elements to suit different audiences

• draw on drama from a range of cultures, times and locations as they experience drama

• explore the drama and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region

• learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies

• learn that over time there has been further development of different traditional and contemporary styles of drama and that dramatists can be identified through the style of their work, as they explore drama forms

• explore meaning and interpretation, forms and elements, and social, cultural and historical influences of drama as they make and respond to drama

• evaluate actors’ success in expressing the directors’ intentions and the use of expressive skills in drama they view and perform

• maintain safety in drama and in interaction with other actors

• build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse performances.


Structure Year 10


Introduction to Drama How do we experience Drama? - Traditional and Non-

traditional styles and forms of theatre.

- Perform a published playtext.

Speak How does Drama ‘speak’? - The origins of Theatre. - View and respond to

live theatre

Speak How does Drama question our understanding of humanity? - Devise and Perform in

a Practice-led Project

Assessment In Year 10, students will engage with making, responding and performing tasks across the units of study.

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 to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action.


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, 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.

Pathways

A course of study in Media Arts can establish a basis for further education and employment in the fields of information technologies, creative industries, cultural institutions, and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, film and television, and public relations.

Objectives

In Media Arts, students:

• refine and extend their understanding and use of structure, intent, character, settings, points of view, genre conventions and media conventions in their compositions

• extend the use of time, space, sound, movement and lighting as they use technologies

• analyse the way in which audiences make meaning and how audiences interact with and share media artworks

• draw on media arts from a range of cultures, times and locations as they experience media arts

• explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region


• learn that over time there has been further development of different traditional and contemporary styles as they explore media forms

• explore the representation of relationships that have developed between Aboriginal and Torres Strait Islander Peoples and other cultures in Australia and how these may influence their own artistic intentions in making media artworks

• explore meaning and interpretation, forms and elements, and social, cultural and historical influences of media arts as they make and respond to media artworks

• consider the local, global, social and cultural contexts that shape purpose and processes in production of media artworks

• evaluate the social and ethical implications of media arts

• maintain safety in use of technologies and in interaction with others, including the use of images and works of others

• maintain ethical practices and consider regulatory issues when using technology

• build on their understanding from previous bands of the roles of artists and audiences as students engage with more diverse media artworks.


Structure Year 10


Introduction to Film, Television and New Media An introduction to the world of visual media An exploration of the key concepts

Codes and Conventions How do codes and conventions alter to suit the diverse contexts of media products?

Codes and Conventions Technologies Representations Audiences Institutions Languages

Assessment

In year 10, students will engage with making, responding and presenting tasks across the units of study. 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.


Music

Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped, new sounds created by composers and performers, and the placement of sounds in time and space. Composers, performers and listeners perceive and define these sounds as music.

Music exists distinctively in every culture and is a basic expression of human experience. Students’ active participation in Music fosters understanding of other times, places, cultures and contexts. Through continuous and sequential music learning, students listen to, compose and perform with increasing depth and complexity. Through performing, composing and listening with intent to music, students have access to knowledge, skills and understanding which can be gained in no other way. Learning in Music is aurally based and can be understood without any recourse to notation. Learning to read and write music in traditional and graphic forms enables students to access a wide range of music as independent learners.

Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Skills and techniques developed through participation in music learning allow students to manipulate, express and share sound as listeners, composers and performers. Music learning has a significant impact on the cognitive, affective, motor, social and personal competencies of students.

As independent learners, students integrate listening, performing and composing activities. These activities, developed sequentially, enhance their capacity to perceive and understand music. As students’ progress through studying Music, they learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual. In this way, students develop an aesthetic appreciation and enjoyment of music.

Pathways A course of study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.

Objectives In Music, students:

• continue to develop their aural skills as they build on their understanding and use of the elements of music

• extend their understanding and use of more complex rhythms and diversity of pitch and incorporate dynamics and expression in different forms

• extend their use of and identification of timbre to discriminate between different instruments and different voice types

• build on their understanding of their role within an ensemble as they control tone and volume in a range of styles using instrumental and vocal techniques

• extend technical and expressive skills in performance from the previous band

• draw on music from a range of cultures, times and locations as they experience music

• explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region


• learn that over time there has been further development of different traditional and contemporary styles as they explore music forms

• reflect on the development of traditional and contemporary styles of music and how musicians can be identified through the style of their music

• explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of music as they make and respond to music

• evaluate performers’ success in expressing the composers’ intentions and expressive skills in music they listen to and perform

• maintain safety, correct posture and technique in using instruments and technologies

• build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse music.


Structure Year 10

Term 1 Term 2 Term 3 Introduction to Music

Elements What are the music elements and how are they used? - Performance

Foundations How are music elements used to establish contexts, genres and styles when performing, composing and responding to music? - Respond to live

music

Foundations Continuation of ‘Foundations’. - Integrated Project

Assessment In Year 10, students will engage with making, responding and performing tasks across the units of study.

By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.

Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music.


Visual Art 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 using 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. Students 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 to make critical judgements 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.

Pathways Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.

Objectives

In Visual Arts, students:

• build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints

• refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience

• identify and explain, using appropriate visual language, how artists and audiences interpret artworks through explorations of different viewpoints

• research and analyse the characteristics, qualities, properties and constraints of materials, technologies and processes across a range of forms, styles, practices and viewpoints

• adapt, manipulate, deconstruct and reinvent techniques, styles and processes to make visual artworks that are cross-media or cross-form

• draw on artworks from a range of cultures, times and locations as they experience visual arts

• explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region


• reflect on the development of different traditional and contemporary styles and how artists can be identified through the style of their artworks as they explore different forms in visual arts

• identify the social relationships that have developed between Aboriginal and Torres Strait Islander people and other cultures in Australia, and explore how these are reflected in developments of forms and styles in visual arts

• use historical and conceptual explanations to critically reflect on the contribution of visual arts practitioners as they make and respond to visual artworks

• adapt ideas, representations and practices from selected artists and use them to inform their own personal aesthetic when producing a series of artworks that are conceptually linked, and present their series to an audience

• extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies

• build on their experience from the previous band to develop their understanding of the roles of artists and audiences


Structure Year 10

Term 1 Term 2 Term 3 Introduction to Visual

Art Photography, Digital Manipulation, Drawing, Painting. Aesthetic and social investigation of water and its global issues.

The Psychology of Seeing Painting, Sculpture and New Media. How events from the past are represented from different perspectives.

The Psychology of Seeing Painting, Sculpture and New Media. Viewpoint through visual language. Innovative display.

Assessment In year 10, students will engage with making, responding and presenting tasks across the units of study.

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.

Documents

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