curriculum handbook stage 5 - scots all saints' college€¦ · 2. aptitude - students should...

Subject Selction Handbook 2019

Curriculum Handbook Stage 5

Year 9/10 – 2019 Year 10 - 2020

Studying in Year 9 & 10 in 2019

A Guide for Students of Year 8 & 9, 2018 and their Parents Eglinton Road Bathurst NSW 2795

Telephone +61 2 6331 3911 Facsimile +61 2 6332 2236

Email [email protected] Website www.saints.nsw.edu.au

4173 O’Connell Road Bathurst NSW 2795 Telephone +61 2 6331 2766 Facsimile +61 2 6333 4795 Email [email protected] Website www.scots.nsw.edu.au

Coming Together in 2019

ContentsALL COURSES BEING OFFERED IN THE FIRST ROUND OF SELECTION FOR YEAR 9 & 10 2019 ARE LISTED ALPHABETICALLY IN THE PAGES FOLLOWING.

STUDENTS MUST REALISE THAT THOSE COURSES ATTRACTING INSUFFICIENT INTEREST WILL BE WITHDRAWN FROM THE COLLEGE PROGRAM.

Click on a subject in the contents table to go straight to it

Introduction .........................................................................................................................................................................................3

The Year 9 & 10 Curriculum .................................................................................................................................................................3

Important Note Concerning Electives ..................................................................................................................................................3

The Record of School Achievement .....................................................................................................................................................4

Choosing Courses .................................................................................................................................................................................4

Staff Who Can Provide Further Subject-Specfic Information ...............................................................................................................5

Compulsory Subjects – English .............................................................................................................................................................6

Compulsory Subjects – Mathematics ...................................................................................................................................................7

Compulsory Subjects – Science ............................................................................................................................................................8

Other Compulsory Subjects..................................................................................................................................................................8

Elective – Agricultural Technology .......................................................................................................................................................9

Elective – Commerce ..........................................................................................................................................................................10

Elective – Design & Technology .........................................................................................................................................................11

Elective – Drama ................................................................................................................................................................................12

Elective – French ................................................................................................................................................................................13

Elective – Geography..........................................................................................................................................................................14

Elective – History ................................................................................................................................................................................15

Elective – Industrial Technology.........................................................................................................................................................16

Elective – Information & Software Technology .................................................................................................................................17

Elective – iSTEM (Stage 5) ..................................................................................................................................................................18

Elective – Japanese ............................................................................................................................................................................19

Elective – Music ..................................................................................................................................................................................20

Elective – Physical Activity and Sports Studies (PASS) .......................................................................................................................21

Elective – Visual Arts ..........................................................................................................................................................................22

Elective – Languages ..........................................................................................................................................................................23

- 2 -

Subject Selection Handbook 2019

Introduction This handbook has been provided to give information to parents and students about the nature of the subjects offered in Years 9 and 10.

It is intended only as a guide. Members of staff are available for consultation if further information is required or if there are any queries regarding suitability of a particular subject. Careers advice is also available from the school.

Ms Tracey Leaf Greg Jones Deputy/Head of Senior School Timetabler/Acting Head of Senior School The Scots School All Saints’ College

The Year 9 & 10 Curriculum In Years 9 and 10 students study the following courses:

• Christian Studies• English• Mathematics• Science• Australian History, Geography, Civics & Citizenship• Personal Development, Health and Physical Education• Elective Subjects

Important Note Concerning Electives Year 8 and 9 students choose two electives to be studied in each of Years 9 and 10. These are studied for 8 periods each per fortnight, making a total of 200 hours over Years 9 and 10.

The College offers these as 100 hour courses. This means that students study two elective courses during Year 9, and then choose two courses to study in Year 10. This involves the current Year 8 students re-selecting courses in the middle of 2019, for study in Year 10 in 2020 just as the current Year 9 students are re-selecting now for study in Year 10 in 2019.

For example, a student might study courses in Agriculture and Drama in Year 9, and then courses in Drama and Visual Arts in Year 10. Alternatively, the student may choose to continue their studies in Agriculture and Drama in Year 10, provided the courses continue to run and the structure of the subject lines facilitates that.

Where there is insufficient interest to run separate Year 9 and 10 classes but there are sufficient numbers in total, a combined Year 9/10 class may be created for some subjects.

Year 8 students will have the opportunity to re-select courses next year (when in Year 9) for Year 10. For this reason, the Year 10, 2019 students (the current Year 9) will have first preference in placement in classes in any situation where student numbers are a limiting factor. While every effort will be made to eliminate clashes, it will not be possible for everyone to study their first two preferences.

- 3 -

Subject Selection Handbook

The Record of School Achievement The Record of School Achievement (RoSA) is a credential for all students to recognise school achievement if they leave before receiving their Higher School Certificate (HSC). Students will receive grades for courses they complete at the end of Year 10 and again for courses a student completes in Year 11.

Literacy and numeracy tests

In order to receive a Higher School Certificate, from 2020, students will need to demonstrate a minimum standard in literacy and numeracy. In order to achieve this, students will be given the opportunity, twice a year in Year 10, 11, and 12, to complete an online test. Once the minimum standard is achieved, the test does not need to be repeated.

School based assessment

The school is required to submit grades from A to E for students in English, Mathematics, Science, Australian History & Civics, Australian Geography & Citizenship, PDHPE and the elective subjects. These grades are based on assessment programs in each subject, administered in Year 10. Year 9 work is not directly assessed for the RoSA but forms the basis for Year 10 work in each course. Courses studied for 100 hours in Year 9 only, will also be assessed for the RoSA.

Choosing Courses We strongly advocate that students choose courses on the basis of the following:

1. Interest - Students will gain more satisfaction and have a higher probability of success if they studycourses that interest them.

2. Aptitude - Students should choose courses that suit their abilities and talents.

Do students need to study courses in Years 9 and 10 in order to study them in Years 11 and 12? Generally this is not the case. The only exceptions are:

• To study Music Course 2 in Years 11 and 12 you should have studied Elective Music in Years 9 and 10(students who have not studied Music in Years 9 and 10 can study Music Course 1 in the senior years).

• To study a Continuers’ language course in Year 11 you should have studied that language in Years 9 and10 (students who have not studied a language in Year 9 and 10 can elect to study one of the Beginners’Language courses in the senior years).

Otherwise there are no prerequisites for Year 11 courses. To study Business Studies in Year 11 there is no need to have studied Commerce in Years 9 and 10. To study Visual Arts, Drama, Geography, Modern History or Design and Technology, there is no requirement to have studied the equivalent courses in Years 9 and 10. Having said this, a student who is very interested in a particular area will be likely to choose the course in Year 9 and in Year 11.

Students and parents are very welcome to speak with staff about their choices. Class teachers, tutors, Heads of House and Heads of Department will all be happy to talk to you about subject selection.

- 4 -


Staff Who Can Provide Further Subject-Specfic Information

Subjects …at The Scots School …at All Saints’Christian Studies Mr Samuel Gittins

[email protected] Rev Paul Woodhart [email protected]

English Mrs Charmeon Jooste [email protected]

Mr Leigh Morrisey [email protected]

Mathematics Mr John Day [email protected]

Mr Greg Jones [email protected]

Science Mr Paul Cameron [email protected]

Mr Peter O’Neill Peter.O’[email protected]

HSIE • Australian History (Mandatory)• Australian Geography (Mandatory)• Commerce• Geography (Elective)• History (Elective)

Mr Richard Mottram [email protected]

Mr Wayne Feebrey [email protected]

Technology • Agriculture• Design & Technology• Industrial Technology• Information & Software

Technology • iSTEM

Mr Paul Cameron [email protected]

Mr Peter O’Neill Peter.O’[email protected] Mrs Natalle Sutton (Technology & iSTEM) [email protected]

• Physical Activity and SportsStudies

• PD, Health, PE

Mr Justin Adams [email protected]

Mr Scott Gardner [email protected]

Creative and Performing Arts • Visual Arts• Drama• Music

Mrs Denise Garland [email protected]

Mrs Fiona Hayward (Visual Arts) [email protected] Mr Leigh Morrisey (Drama) [email protected] Mr Jon Clipsham (Music) [email protected]

Languages • French• Japanese

Mrs Ann-Maree Adamson (French) [email protected]

Mr David Pike [email protected]

External Providers • Distance Education

Ms Tracey Leaf [email protected]

Mr Patrick Sinclair [email protected]

Careers Advisor Ms Tracey Leaf [email protected]

Mrs Memory Sanders [email protected]

- 5 -

Subject Se;ction Handbook 2019

Compulsory Subjects – English

Course Description: By the end of Stage 5 students respond to and compose a comprehensive range of imaginative, factual and critical texts using different modes and technologies. They enjoy, reflect on, critically assess and articulate processes of response and composition. They respond to and compose a wide range of simple and complex texts for pleasure, critical analysis and information-gathering, varying their approach according to a text's purpose, audience and context. They focus on details of texts to analyse meaning, perspective, cultural assumptions, ideologies and language.

Students use varying technologies to compose texts. They apply their knowledge of the elements that shape meaning in texts. They use a range of strategies to shape their texts to address purpose and audience in different contexts. They conform to or challenge an audience's preconceptions and expectations about content and form, and they evaluate the effectiveness of each approach. Students display a developing personal style in their personal, imaginative, critical and analytical compositions. They work through the composing process, including planning, researching, drafting, conferencing, editing and publishing. Students reflect on their composing process and how it has affected the final version of their text.

Students respond to texts from different cultures that offer a range of perspectives. In considering possible meanings, they develop sustained interpretations supported by evidence and think creatively beyond the text. They infer and interpret, and investigate the similarities and differences between and among texts. Through close and wide engagement with texts students extend their imaginations and engage with images of their real and imagined worlds. They respond imaginatively and critically to verbal and visual imagery and iconography, considering how these and other features reflect the cultural context of the text. By critically evaluating texts, students identify strengths and weaknesses and are able to articulate coherent responses. From their responses to individual texts they generalise about views of the world and strategies that are used to communicate and sustain such views.

Students reflect on their own and others' learning, assessing learning strategies and purposes to adapt their knowledge, understanding and skills to new contexts.

Main Topics Covered: Fiction: at least two works Poetry: a variety drawn from different anthologies and/or study of one or two poets Film: at least two works Nonfiction: at least two works Drama: at least two works

Particular Course Requirements: In each Year of Stage 5 students must study examples of: spoken texts, print texts, visual texts, media, multimedia and digital texts. Across the stage, the selection of texts must give students experience of: • texts which are widely regarded as quality literature• a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia• a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and

picture books• texts written about intercultural experiences texts that provide insights about the peoples and cultures of Asia• Shakespearean drama• everyday and workplace texts• a wide range of cultural, social and gender perspectives, popular and youth cultures• texts that include aspects of environmental and social sustainability nonfiction, picture books, graphic novels• an appropriate range of digital texts, including film, media and multimedia

- 6 -

Subject Selction Handbook in 2019

Compulsory Subjects – Mathematics

In order to cater for the full range of learners, three specific endpoints and pathways (5.1, 5.2 and 5.3) have been identified for Stage 5 (Years 9 & 10). The diagram shows the connection between these three levels. Stage 5.3 includes the knowledge and skills from Stage 5.2, and Stage 5.2 includes the knowledge and skills from Stage 5.1. While the diagram implies that 5.2 students could study Mathematics Advanced, we strongly recommend against this. In order to study the Mathematics Advanced course or Extension Mathematics for the Higher School Certificate, students will generally need to be competent Mathematics 5.3 students.

Students will be allocated to classes according to their Year 8 or 9 results, as appropriate. If you have concerns about the level of Mathematics which you son or daughter will study, please contact their Mathematics teacher or the Head of Mathematics.

Particular Course Requirements Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Designed to assist in meeting the needs of students who are continuing to work towards the achievement of Stage 4 outcomes when they enter Year 9.

Builds on the content of Stage 5.1 and is designed to assist in meeting the needs of students who have achieved Stage 4 outcomes, generally by the end of Year 8.

Builds on the content of Stage 5.2 and is designed to assist in meeting the needs of students who have achieved Stage 4 outcomes before the end of Year 8.

Intended Stage 6 Board Developed Course Standard Mathematics Mathematics Advanced Mathematics Extension 1 All substrands of Stage 5.1 and the following Stage 5.2 substrands:

Area and surface area Financial Mathematics Linear Relationships Non-Linear Relationships Right-Angled Triangles (Trigonometry) Single Variable Data Analysis Volume

and at least some of the content of the following Stage 5.2 substrands: Equations Probability

All substrands of Stage 5.1 and Stage 5.2 and the following Stage 5.3 substrands:

Algebraic Techniques Surds and Indices Equations Linear Relationships Trigonometry and Pythagoras' Theorem Single Variable Data Analysis

and at least some of the content of the following Stage 5.3 substrands: Non-Linear Relationships Properties of Geometrical Figures

All substrands of Stage 5.1, Stage 5.2 and Stage 5.3, including the optional Stage 5.3 substrands:

Polynomials Logarithms Functions and Other Graphs Circle Geometry

Mathematics Stage 4

Stage 5 Year 9/10

5.1 5.2 5.3

Stage 6 Year 11/12

Standard Advanced Advanced Extension 1

Advanced Extension 1 Extension 2

Year 7/8

- 7 -


Compulsory Subjects – Science

Course Description The content of the Science Years 7–10 Syllabus is organised by individual strands: • Skills:

- Working Scientifically (WS) • Knowledge and Understanding:

- Physical World (PW) - Earth and Space (ES) - Living World (LW) - Chemical World (CW).

What will students learn about? Through the study of Science, students develop a knowledge and understanding about the living and non-living systems operating within our world through individual topics. Students examine the historical and ongoing contribution of scientists, including Australian scientists, to scientific research. They examine the impact on their lives of scientific knowledge and its applications to their communities and surroundings.

What will students learn to do? Students work individually and in teams to plan and conduct investigations. They analyse data and information, evaluate issues and problems, identify questions for inquiry and investigation and draw evidenced-based conclusions. Through this problem-solving process they develop their critical thinking skills and creativity. Students apply and communicate their findings both orally and in writing. They are encouraged to develop their understanding of the scientific method and apply it when making informed decisions about the environment, the natural world, and the technological world.

Course Requirements Students undertake practical experiences which enhance their knowledge and understanding. All students will be required to undertake at least one research project during each of Stage 4 and Stage 5. At least one project will involve a ‘hands-on’ practical investigation. At least one Stage 5 project will be an individual task.

Each student completing the mandatory study of Science during Stage 5 (Years 9 and 10) will be awarded a grade on the student’s Stage 5 Record of Student Achievement (RoSA). This grade will be recorded with NESA (NSW Education Standards Authority).

Other Compulsory Subjects During Year 9 & 10, students will also complete courses in Christian Studies, Geography (Mandatory), History (Mandatory), and PD, Health, PE.

- 8 -

Subject Selection handbook 2019

Elective – Agricultural Technology

Course Description: Agricultural Technology is an elective course that may be studied for 100 or 200 hours for Stage 5. It builds ono the knowledge, skills and experiences developed in Technology (Mandatory) Years 7-8 Syllabus (Agricultural Component)

Students will experience aspects of agricultural lifestyle through direct contact with pants and animals and a variety of outside activities utilizing the schools farm. They will explore the many and varied career opportunities in agriculture and its related service industries.

The essential content integrates the study of interactions, management and sustainability within the context of agricultural enterprises. These enterprises are characterised by the production and sale or exchange of agricultural goods or services, focusing on plant and animals or integrated plant animal systems. Intensive and extensive enterprises will be studied.

Student will spend approximately half the course time on practical experiences related to the studied enterprises, including farm work, laboratory work and visits to commercial farms and other p arts of the production and marketing chain. The skills in designing, investigating, using technology and communicating will be developed over the period of the course.

The school farm comprises of approximately 40 hectares of improved pastures and runs both stud and commercial cattle along with a feedlot to feed steers for showing purposes. Fat lambs are produced along with some cropping including oats and Lucerne. A small orchard, vegetable gardens along with poultry are also found on the schools farm. The farm is run as a commercial farm for educational purposes.

Main Topics Covered: Year 9 students will study Prime Lamb Production, Pasture Production and Intensive Animal Production whilst Year 10 students will study Beef Cattle Production, Trees on Farms and Crop Production.

Particular Course Requirements: The only course requirement is that either a 100 hour or 200 hour course is studied during Stage 5. Internal school assessment will take place for this course.

- 9 -

Subject Section Handbook 2019

Elective – Commerce

Course Description: Students in Commerce develop knowledge and understanding of commercial and legal issues and develop research, problem-solving, decision-making and analytical skills. Students use these skills to solve problems at a personal level on financial, business, employment and legal issues. They investigate the relationships between consumers and the legal and commercial world and through their investigations of these relationships they develop the capacity to apply problem solving strategies and to analyse and evaluate choices related to commercial activities.

Commerce provides a foundation for life long learning and problem-solving in areas such as consumer issues, handling personal, financial, employment and legal issues as well as civics and citizenship participation.

Main Topics Covered: The content is organised into core and optional content. The core and options may be studied in any order or pattern.

CORE Part 1 1.1 Consumer Choice 1.2 Personal Finance Part 2 2.1 Law and Society 2.2 Employment Issues

OPTIONS • Investing• Promoting and Selling• E-commerce• Global Links• Towards Independence• Political Involvement• Travel• Law in Action• Our Economy• Community Participation• Running a Business• School-developed Option

Particular Course Requirements: Essential Content Students undertaking a 100-hour course in Commerce will complete Core Part 1 or Core Part 2 as essential learning.

Students undertaking a 200-hour course in Commerce will complete Core Part 1 and Core Part 2 as essential learning.

- 10 -


Elective – Design & Technology

Course Description: Design and Technology is an elective course that may be studied for 100 or 200 hours in Years 9 and 10. Students develop skills in creativity and innovation through the planning and production of design projects related to real-life needs and situations. The design and development of quality projects gives students the opportunity to identify needs and opportunities, research and investigate existing solutions, analyse data and information, generate, justify and evaluate ideas, and experiment with tools, materials and techniques to manage and produce design projects. A range of traditional manufacturing processes are available for students to use together with contemporary methods that incorporate Computer Aided Design and Computer Aided Manufacture (3D printers and scanners, vinyl cutters, sublimation printers).

Information and Communication Technologies (ICT) are vital tools for this course. They are used to develop, communicate and research design solutions, communicate students’ design ideas and facilitate interactions with the wider community.

Main Topics Covered: The study of a minimum of two focus areas is required for each 100-hour course. The focus areas of design may include:

- Industrial Design - Furniture Design - Interior Design - Jewellery Design - Food Design - Graphical Design - Fashion/Accessory Design

- Architectural Design - Refurbishment - Packaging Design - Graphic Design - Structural Design - Environmental

Embedded throughout each focus area is the following core content: - A Holistic Approach: this provides a framework for understanding the concepts of design, design

decisions and reflection with an awareness of the interdisciplinary nature of design. - Design Processes: each phase of the design process should be applied in varying depths appropriate

to the design project. - Activity of Designers: this examines the interrelationship of enterprising activity with innovation,

the impact of technologies and the impact on individuals, society and environments.

Particular Course Requirements: Students must undertake a range of practical experiences that occupy the majority of course time. A minimum of two design projects must be completed in each 100 hour course. Practical experiences will be used to develop knowledge and understanding of content and skills in designing, producing and evaluating.

Assessment: Students are assessed through a series of practical design projects, aligned to the design process, together with a range of written tasks. This may include (but is not limited to):

- Research tasks - Design portfolio - Design project - Collaborative tasks - Unit tests

These are linked to NESA standards that describe the expected learning outcomes for students.

- 11 -

Subject Selection Handbook in 2019

Elective – Drama

Course Description: Drama is an artform with a discrete body of knowledge including conventions, history, skills and methods of working. It is an integral aspect of our society and is taught in school curricula worldwide. Drama fosters an understanding of continuity and change, and of the connections between different times and cultures. It provides opportunities to explore social, cultural, ethical and spiritual beliefs, including the diverse values of Australian culture.

Drama encourages a cooperative approach to exploring the world through enactment. The collaborative nature of this artform engages students in a creative process of sharing, developing and expressing emotions and ideas. It is a form of action in which students take on a role as a means of exploring both familiar and unfamiliar aspects of their world. They portray aspects of human experience while exploring the ways people react and respond to different situations, issues and ideas.

In Drama, students can communicate in complex and powerful ways how they perceive the world. They can investigate, shape and symbolically represent ideas, interests, concerns, feelings, attitudes, beliefs and their consequences. Drama can reflect the external world and the inner world of thoughts and feelings through fictional contexts. Learning experiences in Drama are provided which involve the intellect, emotions, imagination and body, and engage the whole person. Self-confidence, motivation and self-esteem are developed through the devising, workshopping, rehearsing and performing of individual and collaborative works.

Drama is a dynamic learning experience that caters for a diverse range of students and prepares them for effective and responsible participation in society, taking account of moral, ethical and spiritual considerations. The study of drama engages and challenges students to maximise their individual abilities through imaginative, dramatic experiences created in cooperation with others.

Main Topics Covered: Playbuilding is part of the compulsory content. This is a form of drama where students learn to improvise, create and build original ensemble works that engage with many ideas and concepts. Students also learn about forms of theatre such as Commedia Del Arte, Scripted Performance, Political and Protest Theatre, Street Theatre, Musical Theatre, Improvisation, Brechtian Theatre, Stanislavski Method and many more.

Particular Course Requirements: In Drama Years 9/10 students engage in an integrated study of: • the elements of drama• through the practices of making, performing and appreciatingwithin the context of a range of dramatic forms, performance styles and their dramatic techniques and theatrical conventions.

Elements of Drama and Practices definition – Elements are in italics. Role and character are directed by focus driven by tension, made explicit in time, place and situation through the use of space, structure, language, sound, movement, rhythm and moment to evoke atmosphere and symbol, which together create dramatic meaning and audience engagement.

Students may undertake a 100 or 200 hour course.

- 12 -


Elective – French

Course Description:

”To have another language is to possess a second soul.”

French is a very important language in today’s world. It is the second most taught foreign language in the world after English. It is an official language in twenty-eight countries across five continents (but is spoken in 42 countries and territories worldwide). It is used in parts of Europe, Canada, North America, Muck of Central and Northern Africa, the Middle East, the West Indies, the Indian Ocean region and, close to Australia, in the South Pacific region countries of New Caledonia, Tahiti and Vanuatu. In a global economy, there is a strong need for communication in other languages, especially French, as France is one of the leading destinations for Australian travellers – all the more reason to become multi-lingual. Traditionally, French has been the language of diplomacy, being an official language in a large number of international organisations including the United Nations Organisation, the European Union, the Pacific Community, the Organisation for African Unity and the Olympic Games. It boasts a strong presence in international conferences. Through the study of French, students will come to appreciate the richness and diversity of the art, cuisine, literature, film and music of French-speaking communities.

Since students live in an increasingly interconnected world and are exposed to a variety of cultures and traditions, learning a second language fosters their engagement with a wider community and gives them more confidence in their communication skills. Therefore, not only does learning a new language expand cognitive and mental abilities, but it truly promotes the development of the attributes of tolerance, respect, open-mindedness and appreciation of international-mindedness and opportunities for continued learning (e.g. International Studies courses at Universities) and for future employment both domestically and internationally.

Students in Stage 5 are offered an array of vibrant opportunities to explore the language and culture of France and the French-speaking world. Student’s language learning builds on and further develops their introduction to languages from the Middle School. This is a 2 year course that will develop their speaking, listening, reading and writing skills by studying a wide range of topics related to French culture and society. There is also significant emphasis placed on the study of grammar and the accuracy of both the written and spoken language.

It will be necessary that students undertake external activities such as French Language Camps, French movies and other cultural events to expand their knowledge.

Year 9 Year 10 Listening (30%) Reading (30%) Speaking (20%) Writing (20%)

Listening (30%) Reading (30%) Speaking (20%) Writing (20%)

- 13 -


Elective – Geography

The Geography (Elective) course provides students with the opportunity for additional learning through the engagement with additional Geography content. It provides students with a broader understanding of the discipline of Geography and the processes of geographical inquiry, and enables depth studies through flexible programming of focus areas.

Focus Area 1: Physical Geography

Focus: The geographical processes that form and transform the physical world.

Focus Area 2: Oceanography

Focus: The features and importance of the world’s oceans and issues associated with them.

Focus Area 3: Geography of Primary Production

Focus: The patterns, functions and issues associated with primary production.

Focus Area 4: Development Geography

Focus: The spatial patterns and causes of global inequality and the need for appropriate development strategies to improve quality of life.

Focus Area 6: Political Geography

Focus: The nature and distribution of political tensions and conflicts, and strategies towards effective resolutions.

Focus Area 7: Interactions and Patterns along a Continental Transect

Focus: The factors responsible for causing variation in spatial patterns across a continent from one specific location to another.

Focus Area 8: School-developed Option

This elective provides students with the opportunity to develop their geographical knowledge and understanding of a particular location and/or area of inquiry that caters for their interests, needs and resources. Students will use geographical inquiry methodologies and investigate the spatial, ecological and civics and citizenship aspects of a selected study.

- 14 -


Elective – History The study of history in both mandatory and elective courses equips students with the knowledge and skills essential for their future roles as active, informed citizens and advocates for a fair and just society. Historical skills in critical thinking and independent inquiry-based learning enable and encourage students to become engaged in lifelong learning.

Students will study at least ONE topic from each of Topics 1, 2 and 3 below and at least TWO other choices from any Topic.

Topic 1 Constructing History This unit focuses on the development of students’ understanding of the nature of history and the ways in which different perspectives/interpretations of the past are reflected in a variety of historical constructions.

Biography Family History Film as History Historical Fiction Heritage and Conservation History and the Media

Local History Museum and/or Archives Studies Oral History Historical Reconstructions a History Website/CD-ROM

Topic 2 Ancient, Medieval and Early Modern Societies Group 2 offers an opportunity to study in depth the major features of an ancient, medieval or early modern society.

Archaeology of the Ancient World Literature of the Ancient World Medieval and Early Modern Europe The Ottoman Empire An Asian Study

The Americas The Pacific Africa A 19th century study A 20th century study

Topic 3 Thematic Studies This unit offers the opportunity to enjoy the study of history for its intrinsic interest. Students should begin to work more independently and to apply the historical skills so far acquired.

Children in History Heroes and Villains Religious Beliefs and Rituals through the Ages Sport and Recreation in History War and Peace World Myths and Legends

Crime and Punishment Music Through History Slavery Terrorism Women in History School-developed study

- 15 -


Elective – Industrial Technology The study of Industrial Technology Years 7–10 provides students with opportunities to engage in a diverse range of creative and practical experiences using a variety of technologies widely available in industrial and domestic settings. This may include study in the areas of Automotive, Building and Construction, Electronics, Engineering, Farm Maintenance, Metal, Multimedia or Timber.

Industrial Technology Years 7–10 develops knowledge and understanding of materials and processes. Related knowledge and skills are developed through a specialised approach to the tools, materials and techniques employed in the planning, development, construction and evaluation of quality practical projects and processes. Critical thinking skills are developed through engagement with creative practical problem-solving activities.

The Industrial Technology Years 7–10 Syllabus allows students to study technology in specific focus areas, relevant to individual needs and interests, and to determine the depth and breadth of study within focus areas through a range of specialised modules. The syllabus has been designed to be inclusive of the needs, interests and aspirations of all students. Students will be provided with opportunities to develop responsibility for learning through a range of student-centred learning experiences.

Through the study of Industrial Technology Years 7–10 students develop knowledge relating to current and emerging technologies in industrial and domestic settings. Students study the interrelationship of technologies, equipment and materials used in a variety of settings and develop skills through hands-on interaction with these in the design, planning, management and production of practical projects.

The Industrial Technology Years 7–10 Syllabus leads students to an awareness of the relationship between technology, industry, society and the environment, and develops their ability to make value judgements about issues, decisions and consequences arising from this interaction. Students will also develop an awareness of the importance of environmental sustainability in relation to the use of materials and technologies and their effects on people and society.

The study of Industrial Technology develops in students an understanding of related work environments and Work Health and Safety (WHS) matters, while developing a range of skills that equip them for future leisure and lifestyle activities, potential vocational pathways or future learning in the technology field.

The skills, knowledge and attitudes developed through the study of Industrial Technology Years 7–10 provides opportunities for students to make positive contributions to Australian industry and society, to express valued opinions and to make considered judgements as contributing members of society.

- 16 -

Subject Selection Handbook in 2019

Elective – Information & Software Technology

Information and Software Technology is an elective course that may be studied for 100 or 200 hours for Stage 5. It builds on the knowledge, skills and experiences developed in the Technology (Mandatory) Years 7–8 Syllabus.

Course Description People will require highly developed levels of computing and technology literacy for their future lives. Students therefore need to be aware of the scope, limitations and implications of information and software technologies.

Individual and group tasks, performed over a range of projects, will enable this practical-based course to deliver the relevant knowledge and skills needed by students. Development of technology skills and information about career opportunities within this area are important aspects of the course.

What will students learn about? The core content to be covered in this course is integrated into the options chosen within the school. The course has been designed with an emphasis on practical activities that allow students to sustain focus in a range of interest areas at some depth. The option topics to be studied within this course will include: • Digital Media• Software Development and Programming(games)• Robotics and Automated Systems.The option topics to be studied within this course will include one of the following: • Artificial Intelligence, Simulation and Modelling• Authoring and Multimedia• Internet and Website Development

What will students learn to do? Students will identify a need or problem to be solved, explore a range of possible solutions and produce a full working solution. They will use a variety of technologies to create, modify and produce products in a range of media formats.

Group and individual project-based work will assist in developing a range of skills, including research, design and problem-solving strategies over the chosen topics.

- 17 -


Elective – iSTEM (Stage 5)

According to the Australian Industry Group, the importance of STEM disciplines for the future economic and social well-being of Australia cannot be underestimated. International research indicates that 75 per cent of the fastest growing occupations require STEM skills and knowledge.1

The importance of Science, Technology, Engineering and Mathematics knowledge to Australia’s future workforce is indisputable. The Chief Executive of the Australian Industry Group in 2015 stated “It is time for a major rethink of the Australian education system to address the failure to give young people the science, technology, engineering and mathematics (STEM) skills which business so desperately needs.”

Course Description iSTEM is an elective course that may be studied for 100 or 200 hours in Years 9 and 10. The course provides an innovative and imaginative curriculum that integrates the areas of science, technology, engineering and mathematics. These areas have been identified as fundamental to shaping the future of Australia. They provide enabling skills and knowledge that increasingly underpin many professions and trades, and the skills of a technologically based workforce. The iSTEM course utilises these knowledge pillars in their application to skills, technology engineering and mechanics.

Students study a range of topics through inquiry based and project based learning tasks. This develops skills in research, communicating, collaboration, critically evaluating, and problem solving. Inquiry-Based Learning (IBL): • Involves students in initial exploration before ideas are introduced and explanations developed,• Incorporates and value students’ own questions,• Involves open ended investigation as part of the teaching sequence,• Uses activities to explore and develop ideas rather than simply demonstrate previously presented ideas.

Main Topics Covered: The iSTEM Course covers a number of modules in the fields of technology and engineering, which may include:

- STEM Fundamentals - Aerodynamics - CAD/CAM - Motion - Mechatronics

- Surveying - Design for Space - Statistics in Action and a - Project Based Learning Task.

Particular Course Requirements: A minimum of three modules need to be completed in each 100-hour course. To satisfy the requirements of the course students must undertake a range of inquiry based and project based learning activities which occupy the majority of course time. Inquiry-based and project based learning assists students to actively pursue and use STEM based knowledge beyond the simple transmission of content.

Assessment: Research, skills, problem-solving, knowledge and understanding form part of the assessment conducted through Project-Based Learning (PBL). This involves: • an open-ended question or challenge,• relevant content and skills,• inquiry to learn and/or create something new,• critical thinking, problem solving, collaboration and various forms of communication,• feedback and revision, and• usually results in a publicly presented product or performance.

1 Becker, K. and Park, K.; Effects of integrative approaches among STEM subjects on students’ learning, Journal of STEM Education 12, July – September 2011.

- 18 -


Elective – Japanese

Japan and the Japanese language

Japan is a major financial, trading, strategic and cultural partner of Australia. Bathurst and our College have deep contacts with a number of Japanese schools and regions and our school enjoys annual visits from Japanese schools. People have long been charmed by Japan’s rich traditional culture as reflected in its fine arts, colourful festivals and martial arts and fascinated by its technology. In recent years, Japan has recently become an important tourist destination for Australians, in the same way as Australia has been a tourist destination for many years.

Benefits of the Japanese language

The study of Japanese contributes to the overall education of students, particularly in the areas of communication, cross-cultural understanding, literacy and general knowledge and development of cognitive abilities. The Year 9 and Year 10 course provides a gateway to higher Japanese studies. Ongoing study of the Japanese language will give students an ability to communicate in Japanese, which may, in conjunction with other skills, provide students with enhanced vocational opportunities in areas such as trade, tourism and hospitality, banking and finance, technology, education and research, the arts, diplomacy, government, law, media and advertising, translation and interpreting, and cuisine and catering. There are many scholarship opportunities provided by governments, universities and exchange agencies for students to study in Japan, both at high school and tertiary levels. Significant numbers of universities and other institutions provide opportunities for further study of Japanese, including the opportunity to study in Japan. Japan’s rich culture and fine arts has brought enjoyment to many students over the year. Gaining knowledge of a foreign language brings great satisfaction to students of all ages.

The Japanese Year 9 and Year 10 Course

Japanese is a perfect language for middle school level students to study. Its writing system may look complicated, but in fact it is not a difficult language. Year 9 and Year 10 students will learn to talk about topics relevant to their daily lives and will be surprised at how soon they will be able to speak in Japanese to visiting Japanese students. Students will enjoy an excursion to a venue such as the Japanese Galleries of the Art Gallery of NSW and a visit to a Japanese restaurant to enjoy an inexpensive but authentic Japanese meal. Students will deepen their knowledge of Japan’s traditional culture tied to the seasons. There will also be a focus on Japan’s modern teenage and technological culture.

Japanese Year 9 Course Japanese Year 10 Course Communicating -Using Japanese to interact with others to exchange information, ideas and opinions,

and make plans. -Identifying main ideas in, and obtaining information from texts. -Organising and responding to information and ideas in texts for different audiences. -Applying a range of linguistic structures to compose texts in Japanese, using a range of formats for different audiences.

60%

Understanding - Language

-Applying Japanese pronunciation and intonation patterns. -Demonstrating understanding of key aspects of Japanese writing conventions. -Applying features of Japanese grammatical structures and sentence patterns to convey information and ideas. -Identifying variations in linguistic and structural features of texts.

20%

Understanding - Culture

-Identifying that language use reflects cultural ideas, values and beliefs. 20%

- 19 -


Elective – Music

The Music Elective course can be studied for 100 or 200 hours in Stage 5 (Years 9 and 10). It follows on from the Year 7-8 Mandatory course.

Course Description All students should have the opportunity to develop their musical abilities and potential. As an artform, music pervades society and occupies a significant place in world cultures and in the oral and recorded history of all civilisations. Music plays important roles in the social, cultural, aesthetic and spiritual lives of people. At an individual level, music is a medium of personal expression. It enables the sharing of ideas, feelings and experiences. The nature of musical study also allows students to develop their capacity to manage their own learning, engage in problem-solving, work collaboratively and engage in activity that reflects the real world practice of performers, composers and audiences.

In this course, students will study: Concepts of music - Duration, Structure, Dynamics and expressive techniques, Pitch, Tone colour and Texture.

Main Topic Covered: There is one mandatory topic: Australian music

Other Topics include: Baroque music, Classical music, 19th-century music, Medieval music, Renaissance music, Art music of the 20th and 21st centuries, Music of a culture, Music for small ensembles, Music for large ensembles, Popular music, Jazz, Music for radio, film, television and multimedia, Theatre Music, Rock music and Music and technology.

Through the learning experiences of: Performing, Listening and Composing

Particular Course Requirements To maximise student achievement, those students electing this subject should have a weekly individual music lesson and participate in at least one of the co-curricular ensembles available at the College. In addition, students can gain extra experience through biannual trips to see musicals and participate in HICES Music camps.

- 20 -


Elective – Physical Activity and Sports Studies (PASS)

Course Description: Physical Activity and Sports Studies (PASS) represents a broad view of physical activity and the many possible contexts in which individuals can build activity into their lifestyle. It incorporates a wide range of lifelong physical activities, including recreational, leisure and adventure pursuits, competitive and non-competitive games, individual and group physical fitness activities, and the use of physical activity for therapy and remediation. This course promotes the concept of learning through movement. Many aspects of the PASS course can be explored through participation in selected movement applications in which students’ experience, examine, analyse and apply new understanding. PASS also provides students with a broad understanding of the multifaceted nature of sport. It also introduces students to valuable and marketable skills in organisation, enterprise, leadership and communication. Students with these skills will be positioned to make a strong contribution to their community as physical activity and sport provides a major context for both voluntary and paid work across Australia.

Main Topics Covered: Year 9 (Sample of theory topics studied) Year 10 (Sample of theory topics studied) - Body Systems - Australia’s Sporting Identity - Physical Fitness - Issues in Physical Activity and Sport

- Event Management - Coaching - Technology and Participation - Opportunities and Pathways in Sport

Year 9 (Sample of practical activities studied) Year 10 (Sample of practical activities studied) - Aquatic Sports (underwater hockey) - Fitness Testing - Boxing and Circuits - Australian Team sports

- Relaxation Techniques - Practical Coaching skills - Volleyball - Racquet Sports

Particular Course Requirements: The PASS course is quite flexible and teaching units can be adapted and modified quite easily to match the interests and abilities of the students, the facilities and equipment available to the school and the expertise and qualifications of the teacher. The PASS course can also be offered as a 100 Hour or 200 Hour course allowing students to be more flexible with their subject choices. Some of the units studied in the PASS course provide an excellent platform for students choosing to study PDHPE in Stage 6. The knowledge, understanding and skills learnt in PASS link directly to both mandatory and optional areas of study in Stage 6.

Assessment: Sample assessment tasks - There are typically four assessment tasks per year - Two practical assessments and Two theoretical assessments - Task weightings are typically 25% each - Tasks may be a formal written examination, a research project, a log book or reflection, a presentation,

a composition, a video analysis, a blog or ‘glog’

- 21 -


Elective – Visual Arts

Course Description: Visual Arts provides great opportunities for students to foster their interests ‘and enjoyment of making and studying art. It provides experiences that encourage the creative and confident use of traditional and contemporary art practices in areas such as drawing, painting, printmaking, sculpture, digital technologies, designed objects, textiles and fiber. The 100 hour Course offers Year 9 and 10 students broader, deeper and more extensive learning in Visual Arts. The experiences and knowledge gained from this subject can assist students in developing their conceptual, critical and practical skills that can be applied to other subject areas.

Main Topics Covered: Students are given opportunities to make art works in a sustained way, working toward the development and understanding of how bodies of work are made and can be used to inform a broader knowledge and understanding of art practice, the audience and the art world. Experiences in working with a range of subject matter and forms create ways for students to represent ideas and interests using different materials and techniques, allowing for a broader understanding of art practice. Students learn about the function of artists, artworks, the world and audiences as parts within the art world that connect with their own art making and contribute to how they can interpret and explain art. Such experiences provide opportunities for students to establish their intentions as artists and to develop their art making practice.

Particular Course Requirements: In the elective Visual Arts course, students make artworks that build a body of work, developed over time, using an extended range of materials and techniques and various investigations of the world. Students explore a diverse range of ideas and interests in the world as a source of subject matter. They engage with practice, the conceptual framework (artists, artwork, audience, and world) and frames (subjective, cultural, structural, and postmodern) in making and interpreting works.

The Visual Arts diary is used to enhance or expand explorations of ideas and interests in the world, experiment with new ways to formulate ideas for artworks and become more proficient in selecting and utilising appropriate materials and techniques for making artworks. The diary may include drawings, photographs, photocopies, collections, paintings, sketches, annotated diagrams, notes, critical comment and reflections. It functions as a repository of things learned and documented and a record of works completed. Documentation allows for reflection, evaluation and assessment. The Critical and Historical studies utilise the conceptual framework, practice and the four frames to understand visual arts. The frames give meaning and become ways for generating different understandings of the function of relationships between the artist, artwork, world and audience. Students investigate and respond to a wide range of artists and art works through artmaking and critical and historical studies.

- 22 -


Elective – Languages

Languages are offered through Distance Education. An additional fee applies.

NESA has developed syllabuses in the following languages for the mandatory course: Aboriginal Languages, Arabic, Chinese, Classical Greek, French, German, Hebrew, Indonesian, Italian, Japanese, Korean, Latin, Modern Greek, Russian, Spanish, Turkish, Vietnamese.

Course Description Languages courses provide students with the opportunity to gain effective skills in communicating in the chosen language, to explore the relationship between languages and English, and to develop an understanding of the cultures associated with the chosen language.

For Aboriginal students the study of an Aboriginal language aims to increase self-esteem through an enhanced understanding of their linguistic heritage and an ability to communicate in ancestral languages, to obtain skills in language revitalisation to support cultural and language revival, and to increase links between schools and their local Aboriginal communities.

Students will develop the knowledge, understanding and skills necessary for effective interaction in a language. They will explore the nature of languages as systems by making comparisons between English and the chosen language. Students will also develop intercultural understandings by reflecting on similarities and differences between their own and the target culture.

Students will develop the skills to communicate in another language. They will listen and respond to spoken language. They will learn to read and respond to written texts in the language they are learning. Students will establish and maintain communication in familiar situations using the language. Students will explore the diverse ways in which meaning is conveyed by comparing and contrasting features of the language. They develop a capacity to interact with people, their culture and their language.

In the study of Aboriginal languages, students will develop the knowledge, understanding and skills to communicate effectively in Aboriginal languages and to apply these languages in the world today. They will explore the nature of languages as systems by making comparisons among Aboriginal languages and between Aboriginal languages and English. Students will develop knowledge of Aboriginal cultures and gain an appreciation of the interdependence of land, language, culture and identity. Students will learn to listen and respond to spoken language. They will learn to read and respond to written texts in the Aboriginal language they are learning. Students will be able to establish and maintain communication in familiar situations using the language. Students will demonstrate an understanding of languages as systems by comparing features of vocabulary and grammar across languages. They will be able to apply a range of linguistic structures to express their own ideas in writing. They will develop their skills to enable them to produce texts in Aboriginal languages. Students will explore the interdependence of language and culture in a range of texts and contexts, such as stories, song, documentaries and film.

In the study of a classical language students will develop knowledge, understanding and skills in reading, analysing and translating a classical language. They will explore the nature of languages as systems by making comparisons with English. They will develop an understanding of the correct application of linguistic structures and vocabulary.

Students will also develop knowledge of the culture of ancient civilisations and an understanding of the relationship between language and culture, thereby encouraging reflection on their own cultural heritage and the influence of the classical world on the modern world. Students will learn to read passages in the language and recognise language structures. They will learn to analyse grammatical structures used in simple sentences in extended passages and they will translate sentences in extended passages from the classical language to fluent English. Students will learn to recognise the function of the relationship between words and structures, and to explain the way in which meaning is conveyed by comparing and describing structures of the language. Students will understand the interdependence of language and culture. They will acquire knowledge of key features of the culture of the ancient world.

- 23 -

curriculum handbook stage 5 - scots all saints' college€¦ · 2. aptitude - students should...

Documents