curriculum ooklet year 10 - merrimac state high school · the learning framework articulated below...

Merrimac State High School

Created: August 2016 Updated: August 2019 CRICOS Code 00608A of 77

CURRICULUM BOOKLET YEAR 10

2020



TABLE OF CONTENTS COMMITMENT TO QUALITY ......................................................................................................... 4

CHOOSING YEAR 10 SUBJECTS .................................................................................................. 5

SCHOOL BASED APPRENTICESHIP OR TRAINEESHIP (SAT) .......................................................... 8

THE ARTS ............................................................................................................................... 10

DANCE .................................................................................................................................... 10

DRAMA ................................................................................................................................... 12

MEDIA ARTS ............................................................................................................................ 14

MUSIC..................................................................................................................................... 16

VISUAL ART ............................................................................................................................. 18

BUSINESS & DESIGN TECHNOLOGY .......................................................................................... 20

BUSINESS AND ACCOUNTING .................................................................................................... 20

INFORMATION TECHNOLOGY ..................................................................................................... 22

DESIGN ................................................................................................................................... 24

INDUSTRIAL TECHNOLOGY ........................................................................................................ 26

FASHION STUDIES ................................................................................................................... 28

HOSPITALITY STUDIES ............................................................................................................. 30

EARLY CHILDHOOD PRACTICES ................................................................................................ 32

ENGLISH ................................................................................................................................. 34

ENGLISH ................................................................................................................................. 34

ENGLISH LITERATURE .............................................................................................................. 36

HEALTH & PHYSICAL EDUCATION ............................................................................................. 38

SPORT & RECREATION ............................................................................................................. 38

PHYSICAL EDUCATION ............................................................................................................. 40

HEALTH................................................................................................................................... 42

LOTE (LANGUAGES OTHER THAN ENGLISH) ............................................................................ 44

CHINESE ................................................................................................................................. 44

JAPANESE ............................................................................................................................... 46

SPANISH ................................................................................................................................. 48

MATHEMATICS......................................................................................................................... 50

GENERAL MATHEMATICS .......................................................................................................... 50

MATHEMATICAL METHODS ....................................................................................................... 52

SPECIALIST MATHEMATICS ...................................................................................................... 55

DIGITAL SOLUTIONS ................................................................................................................. 56

SCIENCE ................................................................................................................................. 58

SCIENCE ................................................................................................................................. 58



SOCIAL SCIENCE ..................................................................................................................... 60

MODERN HISTORY & GEOGRAPHY ............................................................................................ 60

SOCIAL STUDIES AND TOURISM ................................................................................................ 62

ECONOMICS AND LEGAL STUDIES ............................................................................................ 64

ESSENTIAL HUMANITIES ........................................................................................................... 66

PHILOSOPHY & REASON & HISTORY ........................................................................................ 68

SPECIAL EDUCATION PROGRAM ............................................................................................... 70

QCIA LEISURE AND HORTICULTURE– SEP STUDENTS ONLY ...................................................... 70

MANAGEMENT SKILLS – SEP STUDENTS ONLY .......................................................................... 72

COMMUNITY, CITIZENSHIP & THE ENVIRONEMNT – SEP STUDENTS ONLY ................................... 73

ENGLISH – SEP STUDENTS ONLY ............................................................................................. 74

MATHEMATICS – SEP STUDENTS ONLY .................................................................................... 75

QCIA SPORT AND RECREATION – SEP STUDENTS ONLY ........................................................... 76



COMMITMENT TO QUALITY

Merrimac State High School has a proud tradition in the development of fine young Australians

who contribute significantly to the local and global community in which we live. Our school has a

commitment to quality curriculum and quality teaching.

The learning framework articulated below reflects our commitment to quality curriculum design

through a seamless responsiveness to the needs of our students, community, industry and

government.

At Merrimac we actively work to prepare students for their future through focussing on skills for

successful participation in the 21st Century.



CHOOSING YEAR 10 SUBJECTS

Year 10 is regarded as part of the Senior Phase of Learning. It is important that students select

subjects which will form their course of study in Years 11 and 12. Previous academic achievement

and goals outlined in each student’s SET PLAN should inform subject selections.

Teachers, Heads of Department, School Administration and the Guidance Counsellor at Merrimac

are key resources available to assist parents and students in the decision making process. Please

feel comfortable to phone the school on 5595 8666 to make an appointment with any of the above

school personnel.

DOCUMENTS

The Queensland Tertiary Courses booklet is available on loan from the Guidance Office. It is useful for information on University courses and TAFE Diploma level courses.

University Handbooks are available on loan from the Guidance Office or freely available on the internet.

Information on Apprenticeships and Traineeships is available from the Industry Liaison Officer.

SELECTION STRATEGY

A key question that must be answered prior to selection of your subjects is whether it is necessary

for you to go to university to achieve your career goals as this answer will place some restrictions

upon your subject choice. The program My Path may be a useful tool to help students decide future

pathways. My Path is available at the website https://www.qtac.edu.au/atar-my-path/my-path

When choosing your subjects for Years 10, 11 and 12 it is important that you have a strategy. You

need to choose those subjects that:

Will assist you in reaching your career goals;

You have had success in during previous study;

You enjoy; and

Will assist you in development of the skills, attitudes and knowledge useful throughout your life.

SUBJECT TYPES

Merrimac State High School offers four different types of subjects in Years 11 and 12: General,

Applied, Industry Pathway and school-based subjects.

QCAA General subjects are approved by the Queensland Curriculum and Assessment Authority (QCAA), and will be offered state-wide in Queensland secondary schools from 2019. They are recorded on the Senior Education Profile and will contribute towards a student’s Queensland Certificate of Education (QCE). Many of the General subjects are academically demanding. Students not achieving a High level of achievement in a Year 10 subject may find related General subjects in Year 11 and 12 difficult.

QCAA Applied subjects are also registered by the QCAA. They have QCAA approved study

plans and focus on a strong vocational educational core. They are also recorded on the Senior

https://www.qtac.edu.au/atar-my-path/my-path



Education Profile and contribute towards a student’s QCE. Applied subjects place more

emphasis on practical skills and knowledge and are designed to develop specific skills relevant

to employment and real-life.

Industry Pathway /School-based Subjects provide pathways to Vocational Education Certificates and are offered through the school in conjunction with a Registered Training Organisation. These subjects provide industry standard qualifications. Each subject offered through this process will have a direct industry association and will often incorporate a compulsory work placement.

Check out each subject and type of subject. To do this, it is necessary to:

read the subject descriptions and course outlines provided in the Subject Selection Booklet provided by the school;

talk to the relevant Heads of Department and teachers of the various subjects – go to their staff room to seek information;

look at the books and materials used in this subject;

talk to students who are already studying the subject;

access the school’s website to check out faculty offerings.

DECISIONS ON COMBINATIONS

There are traps to avoid when selecting subjects:

do not select subjects simply because someone has told you that they help you get good results and give you a better chance of getting into University; and

do not be influenced by suggestions that you should or should not choose a particular subject, because a friend/brother/sister either liked or disliked it or the teacher when they studied it.

Consider taking some Industry Pathway and School based Subjects if:

you are interested in the content of a particular subject because it relates to future employment;

success in the subject will give you advanced standing (credit) in a post-secondary vocational course in which you are interested;

TERTIARY STUDIES

Eligibility for Tertiary Studies

Students interested in pursuing tertiary qualifications will need to study subjects that will lead to a Queensland Certificate of Education (QCE) and successfully gain an Australian Tertiary Admissions Rank (ATAR). The Australian Tertiary Admission Rank (ATAR) will replace the Overall Position (OP) from 2020. The Queensland Tertiary Admissions Centre (QTAC) will be responsible for calculating students’ ATARs.

QTAC will calculate ATARs based on either:

a student’s best five General subject results, as is currently the case for the OP system



or

a student’s best results in a combination of four General subject results, plus an Applied subject result.

or

a student’s best results in a combination of four General subject results, plus a Certificate III qualification or higher.

In the new system of tertiary entrance, eligibility for an ATAR will also require satisfactory completion of a QCAA General or Applied English subject.

Generally an ATAR will be needed for University entry. A competitive ATAR will require students to continuously achieve high academic results. Students who study Industry Pathway subjects AND who gain a Vocational Education and Training

(VET) Certificate may be able to use that qualification for TAFE entry at a level appropriate to their

needs.

In Year 11 and 12 students select six subjects. General subjects and Vocational subjects in Year

11 and Year 12 do have pre-requisites, therefore choice of subjects in Year 10 is very important in

determining future pathways.

USEFUL WEB SITES

https://studentconnect.qcaa.qld.edu.au/careers.html is an excellent start for Career Information.

www.myfuture.edu.au information on careers and training as well as employment prospects in the jobs chosen.

www.tafeqld.edu.au gives information on all TAFE courses in Queensland

www.qtac.edu.au gives information on University and TAFE Diploma courses in Queensland (Through this site all QLD Universities and TAFE Colleges may be accessed)

www.seek.com.au allows people to search for jobs Australia wide

www.careersonline.com.au general career data base

www.defencejobs.gov.au (Defence Force Careers)

www.constructmycareer.com.au (Construction industry)

www.smartfuture.qld.gov.au (Science Careers)

www.autocareers.com.au (Auto industry)

www.ttq.org.au/TTQ_Proto11/ (Tourism and Hospitality)

www.ara.com.au/careers (Retail)

www.police.qld.gov.au/recruiting (Qld Police)

http://www.myfuture.com.au/

http://www.qtac.edu.au/

http://www.seek.com.au/

http://www.careersonline.com.au/

http://www.constructmycareer.com.au/

http://www.smartfuture.qld.gov.au/

http://www.autocareers.com.au/

http://www.ttq.org.au/TTQ_Proto11/

http://www.ara.com.au/careers

http://www.police.qld.gov.au/recruiting



www.qld.gov.au (click ‘I want to.. find a job’ for Qld Government jobs)

www.apsjobs.gov.au (Commonwealth Government jobs)

SCHOOL BASED APPRENTICESHIP OR TRAINEESHIP (SAT)

Students who are aiming to

gain valuable paid industry experience, complete a Certificate II or III Industry Qualification, move into a full time traineeship or apprenticeship after school and

support their individual QCE point accumulation

may wish to consider a School Based Apprenticeship or Traineeship (SAT). Many SATs

begin with Work Experience. Any senior student (Year 10, 11 or 12) considering applying for a

SAT is required to discuss this with the Guidance Officer and/or Year Level Deputy Principal to

ensure participation in a SAT supports their Senior Schooling timetable, career pathway plans

and QCE point requirements. Thereafter, our school Industry Liaison Officer facilitates and

monitors all SATs.

SATs are advertised on the support and resources page of the school website, on student

notices and student school email accounts. Business location, qualification, work day and

application details are outlined in the student school email attachments.

Students can begin and in most instances, complete a SAT whilst studying at school. Due to

the industry requirements associated with trade area apprenticeships, those SATs (e.g.

Carpentry, Hairdressing, Commercial Cookery) that begin at school in conjunction with

school studies, may be completed in the years following graduation either as fulltime or part

time traineeships or apprenticeships.

SAT students combine school, paid work and vocational training. Flexibility is the key to this combination.

SAT students attend school and complete at least one day of work per week and complete certificate theory training with a Registered Training Organisation either on-the-job, at a training venue or at school;

SAT students may have a reduced timetable (to be approved by School Administration); SAT students receive a nationally recognised qualification that contributes towards QCE

credits; Certificates can articulate to a higher level Certificate or Diploma and may be used as an

alternate entry pathway towards further study at University.

SATs are contracts between an employer, parent/student and registered training organisation

that is subsidised by Federal and State Government funding. School-based apprentices and

trainees are exempt from fees under the User Choice program. The Department of Education

and Training provides public funding contribution towards the cost of training and assessment

services for eligible QLD SATs; aligned to Industry skills and needs and government/priority

skills areas.

http://www.qld.gov.au/

http://www.apsjobs.gov.au/



All SATs, vocational or work inspiration programs can be viewed on our school based

Apprenticeship webpage on our website at: merrimacshs.eq.edu.au.

For more information, contact Apprenticeships Info on telephone 1800210210, email

[email protected] or visit www.apprenticeshipsinfo.qld.gov.au .

mailto:[email protected]

http://www.apprenticeshipsinfo.qld.gov.au/



THE ARTS

DANCE

FACULTY The Arts

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Must be prepared to perform in a group, individually and in front of a live

audience.

WHY STUDY Dance develops physical coordination, discipline and self confidence, self

expression and motivation. It is an intrinsic part of culture and heritage.

Dance fosters positive relationships with others and promotes creative,

imaginative and inventive potential. Students wishing to participate in

Dance Troupe they must be enrolled in the Dance subject.

COURSE OUTLINE LEARNING EXPERIENCES

This course provides opportunities for students

to explore the understandings of any previous

experiences in dance. Students are

encouraged to build knowledge and

comprehension, develop as creative people

and complex thinkers, and become effective

communicators and participants in an

interdependent world as reflective and

independent learners.

Students will be engaged in learning activities

including the following:

The study of different genres of dance such as

contemporary, ballet, funk, musical theatre and

improvisational skills.

Spatial awareness enhancement.

Safe dance practice skills.



ASSESSMENT Choreographing routines for performance

Multi-media presentations

Repertoire performances

Analysis of their own and others’ work

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Nil

FUTURE

PATHWAYS

Dance provides students with a range of exciting future pathway options.

University, professional dance companies, dance teaching, choreographer,

community arts as well as enhancing opportunities for a career in the other

art strands

CONSIDERATIONS Appropriate dance clothing and footwear is necessary. Students need to

wear black dance pants and a black singlet. Ballet shoes and black jazz

shoes may be required.

FURTHER ADVICE Michelle Braun EMAIL [email protected]



DRAMA

FACULTY The Arts

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Must be prepared to perform in a group, individually and in front of a live

audience.

WHY STUDY Drama provides students with a range of skills transferable to a variety of

vocational and future pathways. It aims at developing innovative thinkers,

adept communicators and excellent team players. The collaborative nature

of drama as an art form provides students with opportunities to manage the

interpersonal and intrapersonal skills to work effectively both individually

and in groups.


Through education in Drama, students

develop creative talents, competencies and

skills that can be transferred to their working

life. They learn to think critically as they

analyse and critique their own drama works

and those of others, as well as identify the

influence of contexts.


including the following: Improvisation, Acting from

Scripted text, analysing a live performance and

competeing in the Gold Coast Drama Festival.



ASSESSMENT Practical forming task, polished text performance, performance review and

script writing.

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Nil

FUTURE

PATHWAYS

The study of Drama at senior level links to further studies at university and

other tertiary institutions. It also contributes to career paths such as acting,

directing, dramaturge, journalism, law, management, administration, public

relations, sales and marketing, teaching, multi-media, hospitality, design, to

name a few.

CONSIDERATIONS This subject requires a good standard of written and practical

communication skills.




MEDIA ARTS

FACULTY The Arts

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Students must have a laptop for every lesson

WHY STUDY Merrimac SHS is a ‘School of Adobe Excellence’. Students enjoy the

benefit of complimentary Adobe Cloud software for BYOD devices. The

Creative Industries are revolutionised by developments in technology. We

live in the digital age and students should be able to identify tools to

encourage their visual imagination and succeed in whatever career path

they may choose, whether it be Film & Television, Multimedia, Lighting and

Sound, or Photography. Well trained professionals are in demand in all

these areas and are part of an extremely exciting, diverse and dynamic

industry.


Media production and use involves expressing

ideas in a variety of contexts, genres and

styles through the key concepts of

technologies, representation, audiences,

institutions and languages. Technologies are

the tools and associated processes that are

used to express ideas in media production and

use.



Short film production

Introduction to digital photography and photo

imaging

Introduction to lighting objects, people and stage.

Introduction to audio and post sound editing

Introduction to digital cameras



ASSESSMENT Illustrator Designs

Sweeded Trailor

Photoshop Designs

Short Film

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Nil

FUTURE

PATHWAYS

These qualifications are essential for working in the media industry. This

means students who are interested in pursuing their studies further in this

area will achieve higher qualifications in less time.

Some areas of interest may include Commercial/Advertising Photographer,

Media Photographer, Industrial/Architectural Photographer, Animator,

Sound Recordist, Video Arts, Arts Director, Technical Operator, Video and

Audio Production Manager, Gaffer, Grip, Floor Manager, Commercial

Producer.

CONSIDERATIONS N/A




MUSIC

FACULTY The Arts

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Students must have a laptop for every lesson

WHY STUDY Music involves singing, playing instruments, listening, moving, improvising

and composing by manipulating the music elements to express ideas,

considering specific audiences and specific purposes, through sound.

Students will gain knowledge and understanding and the ways of working

through: instrument or voice performance, playing drums, piano and

guitars, music theory, aural skills, and composition. The beginnings of

assessing through analytical repertoire, performing and composing is

applied throughout this course.


Students will experience music through an

exploration of musical elements within a

variety of contexts, genres and styles. They

will demonstrate analysis of repertoire,

composition and skills in performance.



Creation of compositions using a variety of sound

sources and technologies

Performance of music from a wide variety of

genres and styles, within many historical contexts

Development of aural skills

Response to music from a wide variety of genres,

styles and historical contexts through analysis

and problem solving techniques



ASSESSMENT Composition

Performance

Listening and analysis task

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

FUTURE

PATHWAYS

This course prepares students for future study in music and potential career

paths such as: composer, live performer, session musician or vocalist,

jingle writer, teacher, music management, music distributor or promotions,

marketing, music retail, music therapy, conductor, musical director,

recording engineer, live sound engineer, music librarian, music for screen

to name a few.

CONSIDERATIONS It is an advantage to be able to read music notation and play an instrument

or sing but not a requirement.




VISUAL ART

FACULTY The Arts

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY Art maximises creative potential and ability to problem solve. It provides

opportunity to explore life and the world visually. Art opens up many job

opportunities.


Year 10 Art is centred on the individual

learning style and interests of the student. The

main aims of the course are to improve the

student’s art-making skills, to develop complex

thinking skills, to understand how visual

language communicates meaning and to

improve design and composition skills. The

thematic concepts of study are Impressionist

‘Self-Portrait’ Pop Art ‘Australian Identity’

Contemporary/ Abstract Art Nature vs

Technology.



Art-making skills, such as painting, digital media,

drawing, photography, sculpture and printmaking

How symbolism and visual language works in

their own and artists’ artwork

Individual development of ideas and problem

solving activities.

Learn how to analyse and interpret artworks.



ASSESSMENT Three major artworks and Folio of works

Visual Diary Process

Artist Statement 300 words

Art Analysis 600 - 800 words

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

A visual diary; coloured pencils and felt tip pens are required.

FUTURE

PATHWAYS

Artist,Cartoonist, Illustrator, Visual Merchandiser, Make-up Artist,

Photographer, Interior Decorator, Jeweller, Sign Writer, Web Designer,

Set/Stage Designer, Fashion Designer, Graphic Artist, Animator,

Landscape Architect, Art Teacher, etc.

CONSIDERATIONS Students may need to commit lunch hours and after school time to work on

their artwork.




BUSINESS & DESIGN TECHNOLOGY

BUSINESS AND ACCOUNTING

FACULTY Business & Design Technology

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY An exciting subject where students are provide opportunities to develop

business knowledge and skills to contribute meaningfully to society, the

workforce and the marketplace and prepares them as potential employees,

employers, leaders, managers and entrepreneurs.

Accounting will further provide for students to develop an understanding of

the essential role of organising, analysing and communicating financial data

and information in the successful performance of any organisation. This

being an integral part of business success.


This is a one year course and covers:

Business Creation Business Growth Business diversification Business evolution Financial statements Personal Finance Cash Management


including:

Business ventures

Case studies

Role-playing and simulations

Practical exercises

Independent learning



ASSESSMENT Class tests

In class projects

Multi modal presentation

Investigation

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

FUTURE

PATHWAYS

Studying this course can lead to further options like

Small Business

Accounting and finance

Management

Banking

Law

Commerce and Economics

CONSIDERATIONS N/A

FURTHER ADVICE Lisa Cowderoy EMAIL [email protected]



INFORMATION TECHNOLOGY


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY Students will be exposed to a range of digital literacy skills and gain an

appreciation for the computer technology field. e.g. social media

communication, website design and development, software programming,

Adobe CC development.


This subject explores the various disciplines

that make up the IT industry. During the

course of study, students are exposed to a

range of IT disciplines providing them with

current knowledge and skills. While

investigating these disciplines, students are

required to interact with a range of current and

emerging industry standard technologies and

apply these technologies in a variety of

contexts. This is a valuable computer

technology subject for students interested in a

career in Multimedia Animation, Game Design,

Software Programming or IT Support.

Although “Information Technology” is not a

prerequisite, students interested in choosing

Digital Solutions or Information &

Communication Technology in Year 11 are

encouraged to choose this subject.

Students will investigate a variety of disciplines

including:

- Exploring social media communication and digital marketing

- Creating websites - Using 2D & 3D animation -

They will develop skills to integrate Adobe

software (Photoshop, illustrator and premier pro)

into the various communication modes (websites,

animations etc)

During the course, students will be introduced to

software programming such as Alice and Game

Maker. Here they will develop their own games.

A digital portfolio will be created to showcase and

reflect the work they have produced.



ASSESSMENT Students will be required to complete three assessment items a semester

which include written response, research reports, oral presentations,

projects and practical tasks, teacher observations.

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Nil

FUTURE

PATHWAYS

Senior subjects of Digital Solutions, Information & Communication

Technology and Multi Media. Jobs in the IT sector, business and office

positions.

CONSIDERATIONS




DESIGN


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Mathematics and English; Level of Achievement minimum C

WHY STUDY The Design subject focuses on the practical application of design thinking,

drawing creative ideas in response to human needs, wants and

opportunities. This approach will enable students to learn about design; to

develop ideas and concepts; use drawing and prototyping skills; evaluate

ideas and design concepts. Students will communicate their design

proposals through sketching and drawing to different audiences. They will

respond to design problems and learn how to challenge current thinking

and research new trends.


Design styles

Economic, social and cultural influences on the design process

Collaborative design processes

Designing with empathy sustainable design opportunities

Redesign processes

Create ideas using drawing, prototyping,

modelling using 3D Printers, laser cutter and

other technologies.

Explore the design process using sketching and

visualisation skills.

Using creative thinking skills to represent design

solutions to real world problems.



ASSESSMENT Examination – Design Challenge

Project

Product – Visual Display

Examination

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Nil

FUTURE

PATHWAYS

Engineering, Architecture, Graphic Deisign, Product Design, Interior

Design, Advertising, movie props, Digital Designer, Fashion Industry.

CONSIDERATIONS N/A




INDUSTRIAL TECHNOLOGY


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Industrial Technology in Years 8 and/or 9

WHY STUDY Students continue to develop knowledge and skills with a range of

materials, tools and manufacturing techniques. The Year 10 course

provides experiences to assist students when choosing a senior pathway

that may include engineering, construction or manufacturing.


This hands on course will see students

develop a range of practical skills using

various hand tools.

Projects will incorporate a range of materials

from timber, plastics and metals.

A strong focus on workplace health & safety

will be paramount in all components.

Projects and related theory tasks to demonstrate

knowledge and skills for various manufacturing

areas.

Activities incorporating:

WH&S practices,

timber manufacturing,

forming & polishing, thermoplastics,

steel & sheet metal fabrication,

preparing & applying finishes to a variety of materials.

Students will also use IT/graphic programs to

complete design/manufacturing activities



ASSESSMENT Practical Projects Theory workbooks to accompany each practical unit Knowledge & understanding exam

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Nil

FUTURE

PATHWAYS

Work in the practical industries

CONSIDERATIONS




FASHION STUDIES


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY Fashion explores technology, the design process and product design.

This course has a practical focus where students learn through doing as

they plan, generate and produce fashion items. Students will learn to read

a commercial pattern and construct textile items using a sewing machine

and other construction techniques. They will investigate fabric

characteristics and properties and will gain an understanding of how fabric

qualities impact on their end use. Students will be introduced to e-textiles,

such as electronics and programming, and will be shown how to apply

these to textile based design products. Fashion gives students the

opportunity to be creative and independent learners. This course will

prepare students to continue studying Fashion in Year 11 and 12.


Commercial pattern interpretation

Fashion illustration

Sustainability and design

Production of fashion/techniques

Design fundamentals and techniques

Fibre and fabric upcycling

Design Sketching

Students will be engaged in a variety of learning

activities including the following:

Using the sewing machine

Using commercial patterns

Constructing fashion articles

Applying design techniques to fashion articles

Producing a portfolio of sample designs

E Textiles

Coding

Community project – working with small villages

in third world countries.



ASSESSMENT Design Projects

Investigations

Extended reponses

Product

ADDITIONAL

COSTS e.g.

Excursions, On

Line Training, etc.

FUTURE

PATHWAYS

Year 11 and 12 Fashion, Year 11 and 12 Design

Certificate courses in Fashion are offered at TAFE, University and local

Fashion Academies.

Related job opportunities range from retail work to fashion designing eg

retail buyer, window dresser, machinist, cutters, production assistant,

garment repair and alterations, dressmaker, pattern matter, wardrobe

supervisor, personal styling, footwear designer, costume design, fashion

journalist, visual merchandiser, fabric designer, fashion designer, fashion

illustrator, production manifacturing retail.

CONSIDERATIONS Students wanting to study interior design would find that Fashion studies

teach similar concepts




HOSPITALITY STUDIES


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY Students will study food safety, food preparation, food service, function

planning and catering aspects of the Hospitality Industry. This foundation

year of study will introduce and build basic skills and knowledge in

preparation for Hospitality Practices in Year 11 and 12.


Hospitality Basics (appetisers, salads &

sandwiches)

Functions (stocks, soups & sauces)

Looks Good Enough to Eat (Mains and

Desserts)

Cultural Cuisine (menus & table

settings)


activities including the following:

Planning and catering for functions

Provision of food for celebrations eg, morning

and afternoon tea, breakfast, lunches

Marketing and selling of food

Provision of foods for main meals( low income,

multicultural, vegetarian)

Working in Hospitality

Writing application letters and resumes



ASSESSMENT Weekly practical cookery

Practical table setting test

Practical cookery exam (1 per semester)

Function work

Written assignments

Recipe portfolio

Examinations

ADDITIONAL

COSTS e.g.

Excursions, On

Line Training, etc.

FUTURE

PATHWAYS

Foundation year for Year 11 and 12 Hospitality Practices

School based traineeships

Part time work in the Industry Hospitality, hotel events, tourism, business

management or overseas holiday

Further studies in Hospitality are available through private trainers,

universities and TAFE

CONSIDERATIONS




EARLY CHILDHOOD PRACTICES


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

NIl

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY An introduction year of study to gain basic skills and knowledge in

preparation for Early Childhood in Year 11 and 12. This course would also

be highly beneficial for students hoping to secure a school based

traineeship in the industry. The course is designed for students wanting to

pursue a career in the childcare industry and those wishing to work with

young children in any capacity such as primary school teaching. Each week

students gain valuable hands on experience from planning and running

Cuddlebugs Playgroup.


Child development

Story telling

Let’s Get Active

Play & Toy Making

Weekly Playgroup


activities including:

Planning and preparing activities and

resources suitable for young children for

our weekly Community Playgroup

Design a poster for parents about child

development

Create a Story Bag and read a story

Investigate fine and gross motor activities

for children to encourage Physical

Development

Importance of Play: Make a toy that

encourages development and present to

class



ASSESSMENT Practical tasks, oral presentations and written assignments. All assessment

has a practical element. Completed assignments are designed to be a

resource that can be used in the future.

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Nil

FUTURE

PATHWAYS

Early Childhood in Years 11 and 12

School based traineeship in the industry

Related careers include: Teacher Aide, Resort and Cruise Ship Child Care

Worker, Nanny, Family Day Care Provider or coordinator, Assistant/ Leader

or Director in Day Care Centres, Au Pair, Health and community services

and education.

CONSIDERATIONS N/A


mailto:[email protected]



ENGLISH

ENGLISH

FACULTY English

COMPULSORY Yes – One English subject must be studied

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

English Literature

DURATION 12 Months

PRE-REQUISITES Yr 9 English

WHY STUDY English is a fundamental course for all future pathways, whether they be

tertiary education at university or TAFE, or direct entry into a career or

workforce. Students will learn ways to communicate across different

contexts to prepare them for any endeavour. Students who receive a ‘B’

achievement at the end of Year 10 will be eligible to study General English

or Literature in Year 11, both of which are pathways to an ATAR and

tertiary education at the university level. Students who receive less than a

‘B’ achievement at the end of Year 10 will be eligible to study Essential

English in Year 11, which prepares students for tertiary education at the

TAFE level, or pathways into a career or workforce. A ‘B’ achievement in

English also qualifies students to study a range of General subjects across

many other curriculum areas.


1. Advertising and Persuasion

2. Australian Novel Study

3. Shakespeare Reading and Interpretation

4. No text is neutral

Reading, analysing and understanding

persuasive, narrative, film and Shakespearean

texts. Investigating and comparing

representations of individuals and groups across

different contexts. Exploring the ways ideas,

attitudes and values underpin texts and are

communicated in different ways for different

purposes. Evaluating the ways language is used

to communicate in various contexts.

Creating expository, imaginative and persuasive

texts for different audiences and purposes. Using



language to communicate ideas, attitudes and

values, to represent individuals and groups, and

to evaluate texts. Composing texts using

purposeful written and spoken/multimodal

techniques. Drafting, proofreading and editing

written and spoken tasks. Sharing ideas,

interpretations and compositions with others.

ASSESSMENT 1. Advertising and Persuasion – written analytical essay in response to

an advertisement under controlled conditions.

2. Australian Novel Study – written imaginative

intervention/transformation.

3. Shakespeare Reading and Interpretation – written analytical essay in

response to an unseen question under controlled conditions.

4. No text is neutral – persuasive speech

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Nil

FUTURE

PATHWAYS

English: 11 and 12, General (ATAR); Literature: 11 and 12, General

(ATAR); Essential English: 11 and 12, Applied (TAFE/workforce); English

and Literature Extension: 12 only, General (ATAR).

CONSIDERATIONS N/A

FURTHER ADVICE Jenna Moore EMAIL [email protected]



ENGLISH LITERATURE

FACULTY English

COMPULSORY Yes – One English subject must be studied

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

English

DURATION 12 Months

PRE-REQUISITES Year 9 English, ‘B’ achievement minimum

WHY STUDY Literature is a specialist area of study within English, concentrating on the

reading and analysis of literary texts. Students will learn ways to critique

texts and compose imaginative and analytical texts through specific

application of language techniques. Students who receive a ‘B’

achievement at the end of Year 10 will be eligible to study General English

or Literature in Year 11, both of which are pathways to an ATAR and

tertiary education at the university level. Students who receive less than a

‘B’ achievement at the end of Year 10 will be eligible to study Essential

English in Year 11, which prepares students for tertiary education at the

TAFE level, or pathways into a career or workforce. A ‘B’ achievement in

Literature also qualifies students to study a range of General subjects

across many other curriculum areas.


1. Australian Novel Study

2. Ethical Issues in Texts

3. Future Perspectives

4. Shakespeare Reading and Interpretation

Reading, analysing and understanding literary

texts. Investigating and comparing

representations of individuals and groups across

different contexts. Exploring the ways ideas,

attitudes and values underpin texts and are

communicated in different ways for different

purposes. Evaluating the ways language is used

to communicate in various contexts. Investigating

the ways texts can be read through different

interpretive strategies. Creating expository and

imaginative texts for different audiences and

purposes.

Using language to communicate ideas, attitudes

and values, to represent individuals and groups,



and to evaluate texts. Composing texts using

purposeful written and spoken/multimodal

techniques. Drafting, proofreading and editing

written and spoken tasks. Sharing ideas,

interpretations and compositions with others.

ASSESSMENT 1. Australian Novel Study – written analytical essay in response to a seen

question under controlled conditions

2. Ethical Issues in Texts – spoken imaginative transformation

3. Future Perspectives – written imaginative short story

4. Shakespeare Reading and Interpretation – written analytical essay in

response to an unseen question under controlled conditions.

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Nil

FUTURE

PATHWAYS

English: 11 and 12, General (ATAR); Literature: 11 and 12, General

(ATAR); Essential English: 11 and 12, Applied (TAFE/workforce); English

and Literature Extension: 12 only, General (ATAR).

CONSIDERATIONS Nil

FURTHER ADVICE Jenna Moore EMAIL [email protected]



HEALTH & PHYSICAL EDUCATION

SPORT & RECREATION

FACULTY HPE

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY This course is for students who are interested in and enjoy participating in

physical activity. This is an applied subject where students can develop or

improve their physical performance knowledge and skills across a range of

sports and physical activities.


Students will engage in a range of physical

performance activities relating to Aquatics,

Field Sports, Court Sports, Indoor Sports and

Track & Field. Students will also cover topics

relating to Sports Nutrition, Sports Injuries and

Training.

Students will be engaged in a wide range of learning experiences which will include:

- participation in drills , modified games, games

- assessing personal physical performances

- implementing strategies to bring about changes in physical performance

- refereeing games - leading practice activities



ASSESSMENT Tests and Assignment tasks

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Possible excursions in local community – minimal cost

FUTURE

PATHWAYS

Gym Instructor, Personal Trainer, Outdoor Education Instructor, Sport

Coaching, Sport & RecreationOfficer

CONSIDERATIONS Students will need to enjoy participating in physical activity.

FURTHER ADVICE Chris Eisenhuth EMAIL [email protected]



PHYSICAL EDUCATION

FACULTY HPE

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Year 9 English: Minimum level of achievement C

WHY STUDY This course is for students who are talented or interested in a career in

sport. Students will explore a range of topics relating to improving physical

performance in both fitness and sport areas.


This course explores concepts and issues

relating to Acquiring & Improving Skills, Drug

Use in Sport, Physical Performance and

Games Analysis and Biomechanics. Students

are introduced to theoretical concepts and

strategies to improve physical performance.

Key strategies to improve the personal skills of

individuals will also be investigated and

promoted. This course is designed to provide

students with some key physical performance

literacy as a lead in to the Senior Physical

Education course.

Students will be engaged in a wide range of

learning experiences which will include:

- collecting and analysing data from physical performance

- assessing physical performances analysing strengths and weaknesses

- developing and implementing strategies to bring about changes in physical performance

- participating in physical activities to improve knowledge and performance



ASSESSMENT Exams and essays

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.


FUTURE

PATHWAYS

Exercise Science, PE Teaching, Sports Psychology, Personal Training,

Occupational Therapy, Physiotherapy, Sports Management

CONSIDERATIONS Students will need to enjoy physical activity.




HEALTH

FACULTY HPE

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Year 9 English: Minimum level of achievement C

WHY STUDY Health issues affect everyone and much greater personal responsibility by

individuals needs to be encouraged so they are more willing to adopt

practices which will improve their health. This subject explores key health

issues and ways that this can be achieved.


This course explores concepts and issues

relating to Nutrition, Physical Activity, Body

Image and Road Safety. Hidden Cancer

Threats and Mental Health. Students are

introduced to theoretical frameworks which

underpin many health promotion strategies.

Key strategies to improve the personal skills of

individuals will also be investigated and

promoted. This course is designed to provide

students with some key health literacy as a

lead in to the Senior Health course.

Students will be engaged in a wide range of

learning experiences which will include:

- researching current information - collecting and analysing data - designing and implementing surveys - designing promotional materials - developing and implementing strategies

to bring about changes in health behaviour

- evaluating current health resources



ASSESSMENT Exams, research reports and essays

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.


FUTURE

PATHWAYS

Public Health, Environmental Health, Medical Sciences, Nursing,

Psychology, Social Work

CONSIDERATIONS N/A




LOTE (LANGUAGES OTHER THAN ENGLISH)

CHINESE

FACULTY LOTE

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 months

PRE-REQUISITES An achievement level of A or B In Year 9 Chinese is recommended. Any

student with a C in Chinese may approach the Head of Department for

consideration.

WHY STUDY China is Australia’s biggest trading partner and a world power. Being able

to speak Chinese will give you a big advantage in the future.


Students will be engaged in a variety of learning activities including the following:

Students compare and contrast lifestyles

and education in Australian and Chinese-

speaking communities, schools, homes

and peer-group contexts

Students move beyond their personal world

to how they engage with the world by

exploring options for personal travel and

tourism in Chinese-speaking countries and

Australia

Students learn how to express opinions

about pressures and social expectations

amongst their peers

Students explore technology and media

and the contribution of Chinese culture to

the world

Developing a greater independence as

learners.

Reading news articles, social media blogs,

letters, magazine articles

Writing letters, email, short articles

Listening to conversations, speeches and

media/music

Speaking to present information, role play and

conduct surveys



ASSESSMENT Tests in skills areas of reading, writing, speaking and listening

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

No compulsory excursions. Students are encouraged to be involved with

the exchange program. Restaurant visit will be optional and there may be a

trip to China depending on numbers of students interested.

FUTURE

PATHWAYS

Business, Law, Finance, Tourism, Education

CONSIDERATIONS Historically many universities give extra advantage to students who have

studied a foreign language.

FURTHER ADVICE Joanna Filmer EMAIL [email protected]



JAPANESE

FACULTY LOTE

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 months

PRE-REQUISITES An achievement level of A or B in Year 9 Japanese is recommended. Any

student with a C in Japanese may approach the Head of Department for

consideration.

WHY STUDY Being able to speak Japanese will enhance your career opportunities for a

variety of pathways, particularly in Queensland and Australia.



Discover the travel highlights and cultural

significance of Japanese tourist

destinations, seasons and festivals using

videos, blogs and social media

Students compare and contrast lifestyles

and education in Australian and Japanese-

speaking communities, schools, homes

and peer-group contexts

Research and analyse data for travel,

social media use and social media stars

Students learn how to express opinions

about pressures and social expectations

amongst their peers

Developing a wider range of Kanji recognition

and writing ability

Reading news articles, social media blogs,

letters, magazine articles

Writing letters, email, short articles

Listening to conversations, speeches and

media/music

Speaking to present information, role play and

conduct surveys



ASSESSMENT

Tests in skills areas of reading, writing, speaking and listening

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Students are encouraged to be involved in any Japanese study tours that

may visit the school. Students are encouraged to participate in Japanese

speaking competitions each year. There may be a trip to Japan depending

upon numbers of students interested.

FUTURE

PATHWAYS







SPANISH

FACULTY LOTE

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 months

PRE-REQUISITES An achievement level of A or B in Year 9 Spanish is recommended. Any

student with a C in Spanish may approach the Head of Department for

consideration.

WHY STUDY Spanish is the second most widely spoken language in the world. It is the

official language of over 20 countries across Europe, Africa and the

Americas. As Latin American markets grow, the ability to communicate in

Spanish is becoming more important for international business.



Reading and writing novel reviews

Discovering Hispanic culture through advice columns in magazines, opinions on blogs and other Internet sites and popular Hispanic artists

Conducting and reporting on surveys about life experiences

Reading movie reviews, movie plots, emails, text messages, magazine articles, letters and blogs.

Writing diary entries, letters, reports, emails, movie reviews, Internet posts, and magazine articles.

Listening to conversations, reports, speeches and parts of movies.

Speaking to present information to the

class, roleplaying, discussing options with

friends and conducting surveys.

Musical presentations.



ASSESSMENT

Tests in skills areas of reading, writing, speaking and listening

INTEGRATION WITH

THE COMMUNITY

Using the Spanish Language, students will be able to participate in

intercultural activities.

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

There may be a trip to Spain next year depending upon numbers of students

interested.

FUTURE

PATHWAYS







MATHEMATICS

GENERAL MATHEMATICS

FACULTY Mathematics

COMPULSORY Yes – One Mathematics subject must be studied either Mathematical

Methods or General Mathematics

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Mathematical Methods

DURATION 12 Months

PRE-REQUISITES Student must have a laptop computer, internet access and a subscription to

mathspace (provided by school if fees are paid)

WHY STUDY

The proficiency strands Understanding, Fluency, Problem Solving and

Reasoning are an integral part of mathematics content across the three

content strands: Number and Algebra, Measurement and Geometry, and

Statistics and Probability. The proficiencies reinforce the significance of

working mathematically within the content and describe how the content is

explored or developed. They provide the language to build in the

developmental aspects of the learning of mathematics.

At this year level; Understanding includes applying the four operations to

algebraic fractions, finding unknowns in formulas after substitution, making

the connection between equations of relations and their graphs, comparing

simple and compound interest in financial contexts and determining

probabilities of two and three step experiments; Fluency includes

factorising and expanding algebraic expressions, using a range of

strategies to solve equations and using calculations to investigating the

shape of data sets; Problem Solving includes calculating the surface area

and volume of a diverse range of prisms to solve practical problems, finding

unknown lengths and angles using applications of trigonometry, using

algebraic and graphical techniques to find solutions to simultaneous

equations and inequalities, and investigating independence of events;

Reasoning includes formulating geometric proofs involving congruence and

similarity, interpreting and evaluating media statements and interpreting

and comparing data sets.




By the end of Year 10, students recognise the

connection between simple and compound

interest. They solve problems involving linear

equations and inequalities. They make the

connections between algebraic and graphical

representations of relations. Students solve

surface area and volume problems relating to

composite solids. They recognise the

relationships between parallel and

perpendicular lines. Students apply deductive

reasoning to proofs and numerical exercises

involving plane shapes. They compare data

sets by referring to the shapes of the various

data displays. They describe bivariate data

where the independent variable is time.

Students describe statistical relationships

between two continuous variables. They

evaluate statistical reports.

By the end of Year 10, students expand and

factorise monic quadratic expressions and find

unknown values after substitution into formulas.

They represent relations on the Cartesian plane

and solve linear and quadratic equations. They

make connections between simple and

compound interest. Students list outcomes,

assign and determine probabilities for chance

experiments and investigate independent events.

They construct box-plots and compare data sets.

Students investigate and describe statistical

relationships and evaluate statistical reports.

Students solve problems involving volume and

surface area of a range of prisms and apply

reasoning to proofs and numerical exercises.

They apply trigonometry to solve right-angled

triangle problems.

ASSESSMENT Three 2hour exams and one assignment per annum

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

TI30XB Multiview Calculator

FUTURE

PATHWAYS

Year 11 Mathematics General must achieve a B grade, Year 11

Mathematical Methods (must achieve an A grade and sit entrance exam)

CONSIDERATIONS General Mathematics is an excellent foundation for most Degree courses,

Diplomas or future work.

FURTHER ADVICE Paul Gray EMAIL [email protected]



MATHEMATICAL METHODS

FACULTY Mathematics

COMPULSORY Yes – One Mathematics subject must be studied either Mathematical

Methods or General Mathematics

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

General Mathematics

DURATION 12 Months

PRE-REQUISITES Student must have a laptop computer, internet access and a subscription to

mathspace (provided by school if fees are paid)

WHY STUDY

The proficiency strands Understanding, Fluency, Problem Solving and

Reasoning are an integral part of mathematics content across the three

content strands: Number and Algebra, Measurement and Geometry, and

Statistics and Probability. The proficiencies reinforce the significance of

working mathematically within the content and describe how the content is

explored or developed. They provide the language to build in the

developmental aspects of the learning of mathematics.

At this year level: Understanding includes applying the four operations to

algebraic fractions, finding unknowns in formulas after substitution, making

the connection between equations of relations and their graphs, comparing

simple and compound interest in financial contexts and determining

probabilities of two and three step experiments; Fluency includes

factorising and expanding algebraic expressions, using a range of

strategies to solve equations and using calculations to investigating the

shape of data sets; Problem Solving includes calculating the surface area

and volume of a diverse range of prisms to solve practical problems, finding

unknown lengths and angles using applications of trigonometry, using

algebraic and graphical techniques to find solutions to simultaneous

equations and inequalities, and investigating independence of events;

Reasoning includes formulating geometric proofs involving congruence

and similarity, interpreting and evaluating media statements and

interpreting and comparing data sets.




By the end of Year 10, students recognise the

connection between simple and compound

interest. They solve problems involving linear

equations and inequalities. They make the

connections between algebraic and graphical

representations of relations. Students solve

surface area and volume problems relating to

composite solids. They recognise the

relationships between parallel and

perpendicular lines. Students apply deductive

reasoning to proofs and numerical exercises

involving plane shapes. They compare data

sets by referring to the shapes of the various

data displays. They describe bivariate data

where the independent variable is time.

Students describe statistical relationships

between two continuous variables. They

evaluate statistical reports.

Students expand binomial expressions and

factorise monic quadratic expressions. They find


They perform the four operations with simple

algebraic fractions. Students solve simple

quadratic equations and pairs of simultaneous

equations. They use triangle and angle properties

to prove congruence and similarity. Students use

trigonometry to calculate unknown angles in right-

angled triangles. Students list outcomes for multi-

step chance experiments and assign probabilities

for these experiments. They calculate quartiles

and inter-quartile ranges.

By the end of Year 10, students expand and

factorise monic quadratic expressions and find


They represent relations on the Cartesian plane

and solve linear and quadratic equations. They

make connections between simple and

compound interest. Students list outcomes,

assign and determine probabilities for chance

experiments and investigate independent events.

They construct box-plots and compare data sets.

Students investigate and describe statistical

relationships and evaluate statistical reports.

Students solve problems involving volume and

surface area of a range of prisms and apply

reasoning to proofs and numerical exercises.

They apply trigonometry to solve right-angled

triangle problems

ASSESSMENT Three exams and one assignment per annum

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.


FUTURE

PATHWAYS

Year 11 Mathematical Methods and Specialist Mathematics



CONSIDERATIONS Students wishing to do Mathematical Methods and/or Specialist

Mathematics in Year 11/12 must have completed Year 10 Mathematics

Methods successfully. The course requires a commitment of 3 hours study

per week at home.



: August 2016 Updated: August 2019 CRICOS Code 00608A of 77

SPECIALIST MATHEMATICS

FACULTY Mathematics

COMPULSORY No – elective. In addition to compulsory mathematics course.

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS


INCOMPATIBLE

SUBJECTS

General Mathematics

DURATION 12 Months

PRE-REQUISITES Teacher recommendation. Student must have a laptop computer. Internet access and a subscription to mathspace (provided by school if fees are paid)

WHY STUDY

This course is designed to develop the critical thinking skills required in Mathematical Methods and Specialist Mathematics in Years 11 and 12. Year 10 Mathematics has been designed to be taken in conjunction with Mathematics Methods. The subject contains topics in functions, calculus, probability and statistics that build on and deepen the ideas presented in senior mathematics and demonstrate their application in many areas. Vectors, complex numbers and matrices are also introduced.

Mathematical Methods and Specialist Mathematics are recommended for students wishing to pursue further study and training at tertiary level in areas such as:

mathematics and statistics

mathematics and science education

natural and physical sciences

medical and health sciences, including human biology, biomedical, nano science and forensics

engineering sciences, including avionics, chemical, civil, communications, electrical, mechanical and mining

information technology and computer science, including electronic and software

mathematical applications

pure mathematics.

ASSESSMENT 3 two hour tests and 1 assignment per annum

ADDITIONAL COSTS

e.g. Excursions, On

Line Training, etc.





DIGITAL SOLUTIONS

FACULTY Mathematics

COMPULSORY Elective

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS


INCOMPATIBLE

SUBJECTS

General Mathematics

DURATION 12 Months

PRE-REQUISITES Year 9 Mathematics and English; minimum C for level of achievement in

both subjects.

WHY STUDY Are you good at or do you enjoy all aspects of computer science? This

course is designed for future IT professionals and offers a wide range of

activities including but not limited to: robotics, coding, relational data

systems and ethical practice.


Digital Solutions is a complex intellectual discipline which deals with the ways information is gathered, structured, represented, sorted, assessed, manipulated and communicated.

Students will be engaged in learning activities including the following:

Designing and developing Information Systems

Designing algorithms for programs and then translating these algorithms into different programming languages to develop applications or games.

Developing an understanding of Artificial Intelligence and Robotics through the use of Lego Robotics Kits

Developing an understanding of Computer Systems both hardware and software.

Understanding the social and ethical implications of Information Technology



ASSESSMENT Students will be required to complete three assessment items a semester which include: research reports, written and practical exams, project work and writing tasks.

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Students may need to purchase an Arduino kit approx. $50

FUTURE

PATHWAYS

Future studies in areas of Information Technology (Degree or Diploma

courses) leading into areas such as Systems Analysis and Design,

Software Engineering, Games Programming and Development and

Robotics and Automated Systems. Possibility to study at University level

whilst at Merrimac SHS.

CONSIDERATIONS It is essential that students have access to a computer with internet

access for the duration of the course, as much of the coursework will be

made available online.




SCIENCE

SCIENCE

FACULTY Science

COMPULSORY Yes

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Year 9 Science

WHY STUDY This compulsory Science course will be delivered according to the

Australian National Curriculum with the aim of preparing students for senior

Science courses study.


Students will be engaged in a number of

learning experiences in the following contexts:

Biology:

During this unit students build on concepts

learned in the Biological sciences and explore

cells and genetics.

Chemistry:

During this unit students investigate natural

and processed materials, learning to classify

them by their patterns of interactions with

other materials, their properties and their

structures.

Physics:

During this unit students learn the

mathematical and experimental foundations of

our understanding of forces, motion and

energy.

Students will be engaged in a variety of activities

that will develop their understanding and skills,

including:

examining and applying concepts,

theories, models and systems

collecting and analysing evidence from

secondary sources

interpreting evidence to draw conclusions

investigating phenomena

evaluating processes, claims and

conclusions

communicating understandings, findings

and arguments using appropriate genres



Psychology:

In this unit students gain an understanding of

concepts that explain behaviours and

underlying cognitions. Students examine the

role of the brain in development and

intellegence.

ASSESSMENT Data test, Student experiment, Research investigation, Exam

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Science Competitions (Optional) - $5 each

FUTURE

PATHWAYS

This Science course lays the foundation for future study in Senior and

Tertiary Science. It will also equip students to understand the Science

processes involved in everyday life.

CONSIDERATIONS This subject is a pre-requisite for study in all areas of Senior Science.

A high achieveiment in year 10 Science is required for all general sciences

in year 11.

FURTHER ADVICE Ben Cramp EMAIL [email protected]



SOCIAL SCIENCE

MODERN HISTORY & GEOGRAPHY

FACULTY Social Science

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY The subject will help students to make sense of the world around them and

their role within it. It covers wonderful stories of human endeavor,

achievement and disaster. The subject teaches the significance of ‘place’

and ‘space’ in understanding our world. Students will develop skills in

interpretation, decision making, research and communication as well as

practice of essential cognitive skills. With a good understanding of the

Social Sciences students will make better decisions, both in the present

and future, as consumers, workers, tax payers, and members of our

society.


Units include:

Australian Frontier Wars

Rights and Freedoms

Cold War

Geography

Coastal Landscapes

Geographies of human wellbeing



Cognitive skills

Analytical thinking

Problem-solving

Decision-making

Reasoning

Reflecting and evaluating

Intellectual Flexibility

Continuity and change

Cause and Effect



Significance

Perspectives

21st Century skills

Critical thinking and reasoning skills

Dissecting complex issues and

examination of data

Communicating graphically

Spatial technologies

Communication of investigative

process

ICT skills information and manipulate data

ASSESSMENT A variety of assessment types including

Objective/Short Answer Response

Response to Stimulus Exam

Research Tasks (Written & Oral)

Multimodal Presentations

ADDITIONAL

COSTS e.g.

Excursions, On

Line Training, etc.

Possible excursions each semester $25

FUTURE

PATHWAYS

Future pathways include study and employment in Small Business, Media,

Commercial Law, Marketing, Politics, Government, Public Service,

Education, Insurance, Finance, Education, Psychology, Environmental

Studies and Social Sciences.

CONSIDERATIONS N/A

FURTHER ADVICE Kay Simpson EMAIL [email protected]

YR 10

Modern History &

Geography

Recommended pathway

YR 11/12

Modern History (General

pathway elective)

and/or

Geography (General

pathway elective)



SOCIAL STUDIES AND TOURISM


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY The subjects will help students to make sense of the world around them

and their role within it. Students will develop skills in interpretation, decision

making, research and communication as well as practice of essential

cognitive skills. With a good understanding of Social and Community

Studies and Tourism, it will teach you skills on how to respond to questions

through developing important ‘life skills’ - the personal, interpersonal, and

citizenships skills that are at the core of the subject. It will enable students

to gain an appreciation of the role of the tourism industry and the structure,

scope and operation of the related tourism sectors of travel and hospitality

industries. The subjects will also assist in developing responsible attitudes

and behaviours, establish positive relationships and networks, and

encourage you to be an active and informed citizen who can participate

effectively in the community.


Units include:

Tourism

Tourism as an industry

The travel experience

Sustainable tourism

Social and Community Studies – Personal,

interpersonal and citizenship skills through:

Legally it could be you

Interpersonal skills

Budgeting

Communication



Cognitive skills

Analytical thinking

Problem-solving

Decision-making

Reasoning



Cause and Effect

Significance



Perspectives

Interpersonal skills

Citizenship skills

21st Century skills


Collaboration and team work

Communication of investigative process

Personal and social skills







ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.


FUTURE

PATHWAYS

Future pathways include study and employment in Travel and Hospitality,

Media Studies, Social Sciences, Journalism, Environmental Studies

CONSIDERATIONS This study would provide an excellent base for future TAFE studies.


YR 10

Social and Community

Studies & Tourism

YR 11/12

Social and Community

Studies (Applied pathway)

Tourism (Applied pathway)

Recommended pathway



ECONOMICS AND LEGAL STUDIES

FACULTY

Social Science

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY Economics and Legal Studies are interesting and challenging subjects, in

which students study how societies decide to allocate scarce resources to

satisfy unlimited wants, understanding of how the law works, where its

strengths and weaknesses lie and its important role in our Australian

Society. Essentially, it is all about the choices that we make and how these

choices impact on our standard of living. This subject will help students to

make sense of the world around them and their role within it. Students will

develop skills in interpretation, decision making, research and

communication as well as practice of essential cognitive skills that are

tested in ATAR. With a good understanding of Economics and Legal

Studies students will make better decisions, both in the present and future,

as consumers, workers, tax payers, investors and members of our society.


Units include:

Economics – Markets and Models

Economic Systems

International Trade

Stock Markets

Legal Studies – Beyond Reasonable Doubt

Legal Foundations

Criminal Investigation Process



Cognitive skills

Analytical thinking

Problem-solving

Decision-making

Reasoning




Cause and Effect

Significance

Perspectives



21st Century skills



examination of data



ASSESSMENT A variety of assessment types including:

$20 Boss Challenge

Share Market Game





ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.


FUTURE

PATHWAYS



Education, Insurance, Finance, Environmental Studies and Social

Sciences.

CONSIDERATIONS N/A


YR 10

Economics & Legal Studies

YR 11/12

Economics (General

pathway elective)

and/or

Legal Studies (General

pathway elective)

Recommended pathway



ESSENTIAL HUMANITIES


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY The subject will help students to make sense of the world around them and

their role within it. It covers wonderful stories of human endeavor,

achievement and disaster. The subject teaches the significance of ‘place’

and ‘space’ in understanding our world. Students will develop skills in

interpretation, decision making, research and communication as well as

practice of essential cognitive skills. With a good understanding of

Humanities students will make better decisions, both in the present and

future, as consumers, workers, tax payers, and members of our society.


Units include:

History

Rights and Freedoms

The globalising world

Geography

Coastal Landscapes

Geographies of human wellbeing

Philosophy and Reason

History of Western Philosophy

Philosophy of mind

Legal Studies

Legal Foundations



Cognitive skills

Analytical thinking

Problem-solving

Decision-making

Reasoning



Cause and Effect

Significance

Plan and organise



21st Century skills


Spatial technologies

Communicating graphically


ASSESSMENT A variety of assessment types including:





ADDITIONAL

COSTS

e.g. Excursions, On

Line Training, etc.


FUTURE

PATHWAYS

Future pathways include study and employment in Travel and Hospitality,

Social Sciences, Journalism, Environmental Studies

CONSIDERATIONS This study would provide an excellent base for future TAFE studies.


YR 10

Essential Humanities

YR 11/12 Modern History (General

pathway elective)

Philosophy & Reason

(General pathway elective)

Legal Studies (General

pathway elective)

Recommended pathway



PHILOSOPHY & REASON & HISTORY

FACULTY

Social Science

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY Philosophy and Reason and History are interesting and challenging

subjects, in which students study recognizes the relevance of various

philosophies to difference social, ethical and religious positions, and to

realise that decisions in these areas are the result of the acceptance of

certain ideas and specific modes of reasoning.

This subject will help students to make sense of the world around them and

their role within it. Students will develop skills in interpretation, decision

making, research and communication as well as practice of essential

cognitive skills that are tested under ATAR. With a good understanding of

Philosophy and Reason and History students will make better decisions,

both in the present and future, as consumers, workers, tax payers, and

members of our society.


Units include:

Philosophy and Reason – Fundamentals of

Reason

Deductive and inductive logic

History of western philosophy

Philosophy of mind

History – Australian National Curriculum

World War II

Rights and Freedoms



Cognitive skills

Analytical thinking

Problem-solving

Decision-making

Reasoning




Cause and Effect



Significance

Perspectives

21st Century skills



examination of data








ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.


FUTURE

PATHWAYS



Education, Insurance, Finance, Education, Psychology, Environmental

Studies and Social Sciences.

CONSIDERATIONS N/A


YR 10

Philosophy & Reason

& History

YR 11/12

Philosophy & Reason

(General pathway elective)

and/or

Modern History (General

pathway elective)

Recommended pathway



SPECIAL EDUCATION PROGRAM

QCIA LEISURE AND HORTICULTURE– SEP STUDENTS ONLY

FACULTY Special Education Program

COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY Students will be introduced to skills and knowledge needed for recreational

gardening or leading to work in the horticulture industry.


Students will study:

Basic gardening skills;

A wide variety of native and non-native plants;

They will be introduced to environmental and

conservation aspects of landscaping –

including worm farming, aquaponics and

organic gardening;

Organic gardening, fruit and vegetable

gardening, harvesting and selling produce;

They will be introduced to environmental and

conservation aspects of landscaping –

including worm farming, aquaponics and

organic gardening.

Students will be engaged in practical lessons in

the garden, harvesting, cooking and sale of

produce and theory lessons.

They will research:

Plant pests and diseases.

How to recognise weeds – including edible

weeds.

Setting up and maintaining a vegetable garden.

Soils, water and climate in relation to plants.



ASSESSMENT Practical skills, projects and bookwork

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Cost of travel. Usually public transport. Excursion to farm or factory - cost

of transport and entry fee. (approx $30.00 depending on venue) Students

will be required to provide own gardening gloves, old shirt and hat and a

pair of secateurs. All to be given to teacher at commencment of year.

FUTURE

PATHWAYS

Work in horticulture industry

CONSIDERATIONS N/A

FURTHER ADVICE Monica Wright EMAIL [email protected]



MANAGEMENT SKILLS – SEP STUDENTS ONLY


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

Nil

INCOMPATIBLE

SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY Support subject. Students will receive teacher assistance for study and

assignment work for all other subjects.


This subject provides students with skills in

personal management, study planning and

personal development. It will also provide

students with motivation, coping strategies

and encourage confidence building.

Students will receive additional teacher

assistance to complete homework and

assignments across the broad range of

mainstream subjects they attend. This is an

essential subject for those students who attend a

number of mainstream subjects and have

difficulty with organisational skills and completion

of work and assignments.

Peer mentoring.

ASSESSMENT Project work

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Transport costs only. Possible excursion to work sites or employment

expo.

FUTURE

PATHWAYS

Provides essential management skills for further study

CONSIDERATIONS N/A




COMMUNITY, CITIZENSHIP & THE ENVIRONEMNT – SEP

STUDENTS ONLY


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT SUBJECTS

Nil

INCOMPATIBLE SUBJECTS

Nil

DURATION 12 Months

PRE-REQUISITES Nil

WHY STUDY Students will be introduced to skills and knowledge needed to help them to become independent citizens. They will also learn about society.


Topics include:

Social learning; Health and nutrition; Personal well-being; Personal development and physical activity; Place and space; Culture and identity; Study of the local community; Study of street food within the community; Media and community projects;

For senior students who are not studying geography or history this subject will provide a basic knowledge of the more important aspects of these subjects.

Students will also engage in meal preparation – choosing recipes, shopping and cooking.

Involvement in school and community, working as a team, interacting with a wide range of people.

ASSESSMENT Practical skills, projects and bookwork.

ADDITIONAL COSTS e.g. Excursions, On Line Training, etc.

Cost of travel. Usually public transport. $5 per week when cooking

FUTURE PATHWAYS

N/A

CONSIDERATIONS N/A




ENGLISH – SEP STUDENTS ONLY


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

None

INCOMPATIBLE

SUBJECTS

None

DURATION 12 Months

PRE-REQUISITES Year 9 SEP Literacy

WHY STUDY Students will continue their Literacy education at the individual level they

are working on.


Students will work at their own level. Work will

be modified and presented in a practical

manner and using visual materials

Literacy will be integrated into real life

experiences where practicable. All aspects of the

English Curriculum will be taught.

ASSESSMENT Practical skills, projects, tests and bookwork

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Cost of travel. Usually public transport. $5 per week when cooking or if

going on outings

FUTURE

PATHWAYS

English Communication or Communication & Technologies in Year 11/12,

Work Experience

CONSIDERATIONS N/A




MATHEMATICS – SEP STUDENTS ONLY


COMPULSORY No

YEAR LEVEL Year 10

DEPENDANT

SUBJECTS

None

INCOMPATIBLE

SUBJECTS

None

DURATION 12 Months

PRE-REQUISITES Year 9 SEP Maths

WHY STUDY Students will continue their Maths education at the individual level at which

they are working.


Students will work at their own level. Work will

be modified and presented in a practical

manner and using concrete materials

Maths will be integrated into real life experiences

where practicable.

Emphasis will be on time, money and

measurement used around the home and for

independence in the community.

ASSESSMENT Practical skills, projects, tests and bookwork

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Cost of travel. Usually public transport. $5 per week when cooking or if

going on outing

FUTURE

PATHWAYS

Maths in Year 11/12, Work Experience

CONSIDERATIONS N/A




QCIA SPORT AND RECREATION – SEP STUDENTS ONLY


COMPULSORY N/A

YEAR LEVEL 10

DEPENDANT

SUBJECTS

None

INCOMPATIBLE

SUBJECTS

None

DURATION 12 Months

PRE-REQUISITES None

WHY STUDY Students will investigate a variety of recreational pursuits from individual to

team activities.


Students will engage in first aid and learn

about body systems and how they function.

They will learn about healthy lifestyles.

Students may participate in outings to

recreational activities.

First Aid lessons Basic anatomy and how the body works. Healthy eating Drug and alcohol awareness. Practical recreational activities such as gym and bowling.

ASSESSMENT Practical activities and projects.

ADDITIONAL

COSTS e.g.

Excursions, On Line

Training, etc.

Cost of travel and activity costs for recreational activities.

FUTURE

PATHWAYS

Recreational pursuits on leaving school.

CONSIDERATIONS


curriculum ooklet year 10 - merrimac state high school · the learning framework articulated below...

Documents